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Butler Ranked No. 1 in the Midwest For the First Time by U.S. News & World Report

BY Rachel Stern

PUBLISHED ON Sep 10 2018

For the first time in its history, Butler University has moved into a tie for the No. 1 Regional University in the Midwest, according to the 2019 U.S. News & World Report Best Colleges Rankings released today.

After eight years of being ranked second in the Midwest Regional Universities category, Butler tied for first place with Creighton University, thanks to its high percentage of small classes (52 percent of classes have fewer than 20 students), first-year students who were in the Top 25 percent of their high school class (76 percent), and alumni giving rates (22 percent—higher than any of the 165 schools in the Midwest region).

“Butler is an innovative leader in education,” President James Danko says. “This prestigious ranking affirms that Butler is creating learning experiences for students that support their success and well-being—both during their undergraduate experience and throughout their lives.”

Butler was also ranked the No. 1 Most Innovative School among Midwest Regional Universities for the fourth straight year, as well as the top school for its commitment to undergraduate teaching.

“Butler’s recognition for exceptional teaching is particularly rewarding, since this is determined by leaders at our peer institutions,” Danko says. “To have our faculty highlighted in this manner is a testament to their outstanding work.”

Butler was also listed among the best schools in six out of eight academic programs that U.S. News ranks. The lists for first-year experiences, internships/co-ops, senior capstone, service learning, study abroad, and undergraduate research, all categories that education experts, including staff members of the Association of American Colleges and Universities, believe lead to student success, all included Butler.

Here’s some more information on these categories:

  • First-year experiences are seminars or other programs that bring small groups of students together with faculty or staff on a regular basis.
  • More than 90 percent of Butler students have at least one internship before they graduate.
  • Senior capstone are culminating experiences that ask students nearing the end of their college years to create a project of some sort that integrates what they’ve learned.
  • In service-learning programs, volunteering in the community is an instructional strategy and relates to what happens in class.
  • Study abroad programs involve substantial academic work and considerable interaction between the student and the culture.
  • Undergraduate research gives students the opportunity to do intensive and self-directed research or creative work that results in an original scholarly paper or other product that can be presented on or off campus.

Administrators at regional universities and colleges were surveyed about peer institutions within their regions. The colleges and universities named on the list were cited most often by college presidents, provosts, and admissions deans who were asked to identify up to 15 schools.

Regional universities offer a full range of undergraduate programs and some master's programs, but few doctoral programs. These rankings are split into four regions: North, South, Midwest, and West. U.S. News also ranks National Universities, National Liberal Arts Colleges, and Regional Colleges in the North, South, Midwest, and West.

Media contact:
Rachel Stern
Director of Strategic Communications
rstern@butler.edu
914-815-5656

Campus in Spring
AcademicsCampus

Butler Makes Princeton Review's 'The Best 384 Colleges' For First Time

BY Marc Allan

PUBLISHED ON Aug 08 2018

Butler University is one of the nation’s best institutions for undergraduate education, according to The Princeton Review, which has included Butler in its 2019 annual "best colleges" guidebook for the first time.

“The Butler community takes great pride in being recognized by the highly-respected Princeton Review for the exceptional education we provide our students,” said President Jim Danko. “It is particularly rewarding to have an independent, external endorsement of the effectiveness of Butler’s collaborative, student-centered educational approach, one that is supported by outstanding and caring faculty.”

Butler is one of five schools that the New York-based education services company added to the roster of colleges it profiles in the 2019 The Best 384 Colleges (Penguin Random House/Princeton Review Books). The guide is now available.

Robert Franek, Editor-in-Chief of The Princeton Review, said, “We are truly pleased to add Butler to our widely used college guide, now in its 27th year. Only about 15 percent of the four-year colleges in the nation are in this book. In our opinion, these are ‘the crème of the crop’ institutions for undergraduates in America."

Franek said Butler was chosen for 2019 based on three areas: a high regard for its academic programs and other offerings, institutional data, and visits to the University as well as feedback from students, educators, and parents.

The annual "best colleges" book has two-page profiles on each school. Butler's pages note:

  • Butler’s student-to-faculty ratio, teachers collaborating with students on research and professional endeavors, and a core curriculum that pushes students out of their comfort zones, and allows students to explore interests outside of their major, creating “an atmosphere of driven students.”
  • Professors who support student ideas and make modifications to lectures to support student interests.
  • Student life "is completely sustainable on-campus,” which means that students typically stay there for studying, food, and for socializing. On days with good weather, students can be found out and about on campus.

In addition, the book contains 62 ranking lists of "top 20 schools" in individual categories.

The Princeton Review tallied the rankings for the 2019 edition based on its surveys of 138,000 students (average 359 per campus) attending the 384 colleges in the book in 2017-2018 and/or the previous two school years.

The survey asks students 84 questions about their school's academics, administration, student body, and themselves. The format uses a five-point Likert scale to convert qualitative student assessments into quantitative data for school-to-school comparisons. More information on the ranking methodology is at www.princetonreview.com/college-rankings/how-it-works.

The Princeton Review does not rank the colleges in the book hierarchically, 1 to 384, either on academics (the Company believes all 384 schools are academically outstanding) or on any other subject.

The school profiles in the book also feature rating scores (from 60 to 99) in several categories including Financial Aid, Fire Safety, and Green: a rating based on the colleges' environmental commitments. The Princeton Review tallies these scores primarily based on analyses of institutional data the Company obtains from the schools.

 

Media contact:
Marc Allan MFA '18
News Manager
mallan@butler.edu
317-940-9822

Campus in Spring
AcademicsCampus

Butler Makes Princeton Review's 'The Best 384 Colleges' For First Time

Butler is one of nation’s best institutions for education, according to The Princeton Review.

Aug 08 2018 Read more
AcademicsStudent Life

Butler Places 815 Students on Fall 2017 Dean's List

BY

PUBLISHED ON Feb 06 2018

Eight hundred fifteen students have been placed on Butler University's Dean's List for the fall 2017 semester.

Any degree-seeking undergraduate student earning at least 12 academic hours of grade credit in a given semester may be placed on the Dean’s List of the college of enrollment if the semester grade point average is in the top 20 percent of all eligible students in that college. Courses taken under the pass/fail option do not count toward 12 academic hours of grade credit.

In the College of Pharmacy and Health Sciences, it is the top 20 percent of COPHS students in each curricular year who are named to the Dean’s List.

Here is the fall 2017 Dean’s List:

Katie Aaberg, Dance-Performance, Ada, Michigan

Jenna Aasen, Exploratory, Vernon Hills, Illinois

Karl Agger, English, Glen Ellyn, Illinois

Seth Ahlden, Professional Pharmacy, Bourbonnais, Illinois

McKenna Albers, Biochemistry, Mason, Ohio

Lydia Alberts, Science, Technology, & Society, Indianapolis

Laura Allaben, History and Political Science, Noblesville, Indiana

Lucy Allan, Peace and Conflict Studies, Carmel, Indiana

Jack Allbritton, Health Sciences, San Diego, California

Michaela Althoff, Pre-Pharmacy, Pittsboro, Indiana

Siena Amodeo, International Business, Powell, Ohio

Gabrielle Amstutz, Marketing, Berne, Indiana

Grant Anschuetz, Sports Media, Tecumseh, Michigan

Mary Beth Apker, Marketing, Omaha, Nebraska

Rachael Apter, Exploratory, Orland Park, Illinois

Kate Armstrong, Political Science, Grand Haven, Michigan

Camille Arnett, French, Granger, Indiana

Sarah Ault, Theatre, Overland Park, Kansas

Angela Avgerinos, Critical Communication & Media, Oak Brook, Illinois

Ben Babione, Exploratory, Diosd, Hungary            

Katharine Baird, Marketing, Novi, Michigan

Grant Baker, Pre-Pharmacy, Brownsburg, Indiana

Ally Balan, Exploratory (Business), Flat Rock, Michigan

Heather Baldacci, Actuarial Science, Algonquin, Illinois

Aislinn Baltas, Science, Technology, & Society, Manhattan, Illinois

Adam Bantz, Strategic Communication, Albany, Indiana

Nick Bantz, Chemistry, Albany, Indiana

Bronwyn Bartley, English, Indianapolis

Alex Bartlow, Accounting, Bloomfield, Indiana

Jen Barton, Health Sciences, Brownsburg, Indiana

Julia Bartusek, Peace and Conflict Studies, New Prague, Minnesota

Grace Bassler, Pre-Pharmacy, Washington, Indiana

Addison Baumle, Health Sciences, Payne, Ohio

Sydney Bebar, Psychology, Joliet, Illinois

Abby Beckman, Actuarial Science, Lexington, Kentucky

Livia Bedwell, Dance-Performance, Memphis, Tennessee

Michael Behna, Health Sciences, Naperville, Illinois

Zach Bellavia, Economics, Woodstock, Illinois

Adam Bender, Digital Media Production, Boulder, Colorado

Thomas Bennett, Economics, Grosse Ile, Michigan

Bailey Berish, Health Sciences, Greencastle, Indiana

Nina Bertino, Strategic Communication, Lockport, Illinois

Erica Biagini, Marketing, Skokie, Illinois

Holloway Bird, Dance/Arts Administration, Aledo, Texas

Carter Bisel, Exploratory, Crown Point, Indiana

Elizabeth Bishop, Strategic Communication, Jeffersonville, Indiana

Madi Blair, English, Johns Creek, Georgia

Elizabeth Blevins, Arts Administration, Glen Ellyn, Illinois

Natalie  Bloom, Middle/Secondary Education, Naperville, Illinois

Maddie Blum, Risk Management and Insurance, Wolcottville, Indiana

Brittany Bluthardt, Journalism, Antioch, Illinois

Lauren Bogart, Exploratory (Business), North Webster, Indiana

Tyler Bolger, Middle/Secondary Education, Chicago

Courtney Boos, Accounting, Winamac, Indiana

Bri Borri, Psychology, Ada, Michigan

Sydney Borror, Finance, Fort Wayne, Indiana

Lauren Boswell, Elementary Education, Fishers, Indiana

Zach Boudler, Finance, Fort Wayne, Indiana

Amy Boyd, Digital Media Production, Fishers, Indiana

Jaclyn Boyer, Criminology and Psychology, Indianapolis

Ashley Boylan, Sociology, Peoria, Arizona

Anna Claire Bradbury, Middle/Secondary Education, Lindenhurst, Illinois

Anna Bradley, English, Brownsburg, Indiana

Micah Brame, Mathematics, Libertyville, Illinois

Lauren Briskey, Actuarial Science, Avon, Indiana

Anna Broadhurst, Communication Science & Disorders, Oak Forest, Illinois

Katherine Bromley, Elementary Education, Oak Park, Illinois

Amy Brown, Accounting, Saint Charles, Missouri

Chloe Brown, Digital Media Production, Parker, Colorado

Chris Brown, Sports Media, Brentwood, Missouri

Courtney Brown, Chemistry, Londonderry, New Hampshire

Darby Brown, English, Franklin, Tennessee

Julia Brown, Elementary Education, Shelbyville, Indiana

Katie Brown, Elementary Education, Fort Wayne, Indiana

Kyla Brown, Communication Science & Disorders, Hanover, Indiana

Ryan Brown, Finance, Crete, Illinois

Shelby Brown, Pre-Pharmacy, Connersville, Indiana

Katie Brownlee, Elementary Education, Northbrook, Illinois

Brad Broyles, Pharmacy, New Castle, Indiana

Joey Brunk, Elementary Education, Indianapolis

Ethan Buchman, Entrepreneurship & Innovation, Warsaw, Indiana

Sydney Buck, Finance, Fort Wayne, Indiana

Macy Burkhart, Exploratory, Greensburg, Indiana

Shelby Burmeister, Actuarial Science, Normal, Illinois

Patrick Burns, Software Engineering, Deerfield, Illinois

Laura Burr, Exploratory (Business), Cincinnati, Ohio

Kenny Burton, Exploratory (Liberal Arts and Sciences), Kokomo, Indiana

Marissa Byers, Environmental Studies, Indianapolis

Katherine Cackovic, Dance-Performance, Wheaton, Illinois

Rachel Cairns, Pre-Pharmacy, Amherst, Ohio

Sean Callahan, Biology, Batavia, Illinois

Ally Carlson, Health Sciences, Glen Ellyn, Illinois

Kelli Carney, Elementary Education, Terre Haute, Indiana

Faith Carroll, Elementary Education, Whitehouse, Ohio

Mallory Carter, Pre-Pharmacy, Brownsburg, Indiana

Caden Castellon, Entrepreneurship & Innovation, Canal Winchester, Ohio

Bridget Cato, Marketing, Chicago

Jeremy Caylor, Biology, Tipton, Indiana

Victoria Cervoni, Strategic Communication, Fort Wayne, Indiana

Parker Chalmers, Risk Management and Insurance, Cincinnati, Ohio

Alena Chilian, Environmental Studies, Roanoke, Indiana

Gabby Chinski, Strategic Communication, Bourbonnais, Illinois

Noah Chopp, Actuarial Science, Grafton, Wisconsin

Holly Christensen, Web Design and Development, Shoreline, Washington

Nicolet Christensen, Elementary Education, Oak Brook, Illinois

Madi Christiansen, Entrepreneurship & Innovation, Etters, Pennsylvania

Elizabeth Clark, Pharmacy, Salem, Indiana

Ryan Clark, Finance, Carmel, Indiana

Caitlin Clement, Accounting, McCordsville, Indiana

Salena Clevenger, Pharmacy, Fortville, Indiana

Evan Cobb, Accounting, Avon, Indiana

Caroline Cohen, Entrepreneurship & Innovation, Carmel, Indiana

Liza Cohen, Criminology and Psychology, Indianapolis

Claire Colburn, English, Indianapolis

Hannah Coleman, Pharmacy, Danville, Indiana

Julissa Collazo, Middle/Secondary Education, Chicago

Claire Collett, Entrepreneurship & Innovation, Seymour, Indiana

Jaclyn Collier, Pre-Pharmacy, Indianapolis

Victoria Combs, Psychology and Political Science, Kokomo, Indiana

Grant Comella, International Business, Lafayette, Indiana

Kitty Compton, Theatre, Evansville, Indiana

Katey Conley, Elementary Education, Indianapolis

Catie Conlon, International Business, Brookfield, Wisconsin

Dana Connor, Communication Science & Disorders, Tallahassee, Florida

Mark Connors, Accounting, Carmel, Indiana

Maggie Considine, Psychology, Woodridge, Illinois

Allison Cook, Health Sciences, Evansville, Indiana

Vickie Cook, Biochemistry, Woodburn, Indiana

Delaney Cordell, Biology, Fishers, Indiana

Meredith Coughlin, Human Communications and Organizational Leadership, Tipp City, Ohio

Abigail Counts, Music, Powell, Ohio

Paige Cowden, Pre-Pharmacy, Ellettsville, Indiana

Britney Cowling, Health Sciences, Mount Carmel, Illinois

Carter Cox, Exploratory (Business), Louisville, Kentucky

Claire Cox, Marketing, Indianapolis

Abby Craig, Mathematics, Hudson, Illinois

Trent Craig, Marketing, Huntley, Illinois

Matthew Croaning, Finance, Carmel, Indiana

Katie Crouse, Music, Annapolis, Maryland

Olivia Crowder, Pre-Pharmacy, Cayuga, Indiana

Shelby Crum, Science, Technology, & Society, Rockville, Indiana

Ryan Cultice, Accounting, Warsaw, Indiana

Mary Curley, Pre-Pharmacy, West Terre Haute, Indiana

Adrian Daeger, Music Performance, Indianapolis

Maggie Danicek, Health Sciences, Grand Haven, Michigan

Erin Dark, Pharmacy, West Lafayette, Indiana

Tate Datweiler, Finance, Herscher, Illinois

Audrey Davenport, Pre-Pharmacy, Zionsville, Indiana

Eric Davidson, Actuarial Science, Newburgh, Indiana

Melody Davidson, Finance, Anderson, Indiana

Ali Davignon, Chemistry, Terre Haute, Indiana

Evan Davis, Theatre, Brentwood, Tennessee

Elena DeCook, English Writing, Holland, Michigan

Brett DeWitt, Psychology, Anderson, Indiana

Jarod Deckard, Pre-Pharmacy, Springville, Indiana

Matthew Del Busto, English, Carmel, Indiana

Alyssa Del Priore, Health Sciences, Fort Wayne, Indiana

Walker Demel, Music, Elgin, Illinois

Paige Dempsey, English, Harlan, Indiana

John Denger, Arts Administration, Carmel, Indiana

Michael Denner, Accounting, Ottawa Hills, Ohio

Kaitlin Detmar, Psychology, Schererville, Indiana

Sarah Dixon, Communication Science & Disorders, Pendleton, Indiana

Joshua Doering, Sports Media, Canton, Michigan

Maggie Dolph, Elementary Education, Western Springs, Illinois

Anna Doran, Accounting, Brentwood, Tennessee

Mattie Doran, Marketing, Winona Lake, Indiana

Sarah Doran, Music Education, Granville, Ohio

Gabby Douglas, Exploratory, South Bend, Indiana

Blake Dreihaus, Health Sciences, Dillsboro, Indiana

Marissa Duco, Pharmacy, Indianapolis

Ally Dudman, Pre-Pharmacy, Geneva, Illinois

Danielle Duff, Biology, Fort Wayne, Indiana

Elizabeth Duis, Arts Administration, Sheldon, Illinois

Kelliann Duncan, Journalism, Bartlett, Illinois

David Dunham, Middle/Secondary Education, Zionsville, Indiana

Jessica Dupree, Psychology, Arcadia, Indiana

Michelle Duritsch, Health Sciences, Troy, Ohio

Serenity Dzubay, English, Indianapolis

Dakota Eash, Pre-Pharmacy, Elkhart, Indiana

Mikayla Eaton, Marketing, Union Mills, Indiana

Grant Eberle, Exploratory, Naperville, Illinois

Nick Ebl, Finance, Glen Ellyn, Illinois

Ashlyn Edwards, Philosophy, Floyds Knobs, Indiana

Katie Edwards, Marketing, Libertyville, Illinois

Luke Edwards, Exploratory (Business), Libertyville, Illinois

Rachel Efroymson, Communication Science & Disorders, Indianapolis

Max Egenolf, Accounting, Avon, Indiana

Monika Eisenhut, Finance, Indianapolis

Beth Ann Ellingson, Pre-Pharmacy, Elgin, Illinois

William Emerson, Recording Industry Studies, Indianapolis

Grant Emrick, Marketing, Forsyth, Illinois

Kaitlyn Enderle, Chemistry, Carmel, Indiana

Erich Endres, Sports Media, Louisville, Kentucky

Claire Epley, Marketing, Edwards, Illinois

Emily Erickson, Accounting, Marion, Indiana

Ale Escobedo, Psychology, South Bend, Indiana

Ben Evans, Chemistry, Indianapolis

Erin Evans, Professional Pharmacy, O'Fallon, Illinois

Melissa Evans, Psychology, Lexington, Kentucky

Natalie Evans, Music Performance, Goshen, Indiana

Chiara Evelti, International Studies, Decatur, Illinois

James Ewing, Biology, Milwaukee, Wisconsin

Niki Ezeh, Strategic Communication, Grand Rapids, Michigan

Hannah Faccio, Psychology, Belmont, Michigan

Branson Facemire, Pharmacy, Madison, Indiana

Tatum Farlow, Dance-Performance, Germantown, Tennessee

Molly Farmer, Exploratory, Terre Haute, Indiana

Megan Farny, Health Sciences, Evansville, Indiana

Natalie Farrell, Music, Carol Stream, Illinois

Alec Fenne, Music Education, Geneva, Illinois

Grace Finley, Accounting, Indianapolis

Laura Fischer, Pre-Pharmacy, La Porte, Indiana

Lisa Fischer, Professional Pharmacy, La Porte, Indiana

Brea Fisher, Criminology and Psychology, Columbia City, Indiana

Taylor Fisher, Finance, Solon, Iowa

Megan Fitzgerald, Elementary Education, Dublin, Ohio

Emily Flandermeyer, Psychology, Indianapolis

Rachel Fleming, Marketing, Chicago Heights, Illinois

Kati Forbes, Pre-Pharmacy, Carmel, Indiana

Gabbi Forsythe, Software Engineering, Brownsburg, Indiana

Matt Fox, Finance, Appleton, Wisconsin

Nicholas Fox, Risk Management and Insurance, Country Club Hills, Illinois

Hannah Frank, Pre-Pharmacy, Homer Glen, Illinois

Emma Frasier, Communication Science & Disorders, Bloomington, Indiana

Travis Freytag, Actuarial Science, Cincinnati, Ohio

Ryan Friedrich, Pre-Pharmacy, Terre Haute, Indiana

Hope Frieling, Marketing, Holland, Michigan

James Frieling, Exploratory (Business), Holland, Michigan

Margaret Fries, Communication Science & Disorders, St. Louis, Missouri

Erica Frisby, Communication Science & Disorders, Lindenhurst, Illinois

Maggie Fuhrman, Health Sciences, Wauwatosa, Wisconsin

Connor Fuller, Accounting, Lancaster, New York

Ivan Fuller, Physics, Yardley, Pennsylvania

Sarah Galbreath, Elementary Education, Bloomington, Indiana

Caleb Gall, Economics, Valparaiso, Indiana

Nick Ganly, Chemistry, Brazil, Indiana

Brandon Gansell, Risk Management and Insurance, Plano, Texas

Eric Garcia, Music Performance, Fishers, Indiana

Alyssa Garelli, Pre-Pharmacy, Elmhurst, Illinois

Rachel Gathof, Accounting, Louisville, Kentucky

Kelsey Gausman, Marketing, Batesville, Indiana

Anna Geist, Risk Management and Insurance, Arvada, Colorado

Lydia Gentry, English, Troutville, Virginia

Ari Gerstein, Finance, Carmel, Indiana

Mario Giannini, Entrepreneurship & Innovation, Grayslake, Illinois

Kyle Giebel, Entrepreneurship & Innovation, Frankfort, Indiana

Jenna Gilberg, Journalism, Middleburg, Virginia

Chedae Gillam, Professional Pharmacy, Indianapolis, Indiana

Mary Bridget Ginn, Finance, Columbus, Ohio

Tyler Girton, Pharmacy, Greenfield, Indiana

Jimmy Gleichmann, Accounting, Whippany, New Jersey

Alex Glickfield, Physics, Greentown, Indiana

Robin Glicksberg, Middle/Secondary Education, Lincolnshire, Illinois

Madeleine Glogas, Pre-Pharmacy, Fort Wayne, Indiana

Isaac Gluesenkamp, Biology, Nashville, Indiana

Brian Goldner, Finance, Indianapolis

Jack Goldstein, Computer Science, Omaha, Nebraska

Tyler Goodrick, Finance, Osceola,  Indiana

Katelyn Gordon, Pharmacy, Indianapolis

Lauren Goslee, Exploratory, Maineville, Ohio

Zachary Gossett , Political Science, Terre Haute, Indiana

Alyssa Grabinski, Journalism, Naperville, Illinois

Becca Graham, Professional Pharmacy, Lawrenceburg, Indiana

Kerry Gray, Biology, Avon Lake, Ohio

Maddie Greer, Strategic Communication, Russiaville, Indiana

Jacklyn Gries, Pharmacy, Evansville, Indiana

Ally Griffin, Exploratory (Communication), Barrington, Illinois

Meredith Grossi, Marketing, Hinsdale, Illinois

Anthony Gurovski, Computer Science, Libertyville, Illinois

Allison Haan, Dance-Pedagogy, Holland, Michigan

Corey Hagerty, Finance, Louisville, Kentucky

Landen Haney, Healthcare and Business, Rockford, Michigan

Alaina Hanke, Criminology and Psychology, Bloomingdale, Illinois

Lauren Hannemann, Computer Science, Chicago

Zach Hanquier, Music, Greenwood, Indiana

Ali Hanson, English, Rosiclare, Illinois

Alex Hardiek, Actuarial Science, Dieterich, Illinois

Makiah Harper, Human Communication and Organizational Leadership, West Chester, Ohio

Logan Harris, Economics, O'Fallon, Illinois

Morgan Harrison, Pharmacy, Hillsboro, Indiana

Jillian Harrod, Exploratory (Business), South Elgin, Illinois

Auboni Hart, Accounting, Indianapolis

DeLaney Hartman, Health Sciences, Lebanon, Ohio

Kelli Hartman, Healthcare and Business, Batesville, Indiana

Elizabeth Hauk, Professional Pharmacy, Fairview, Pennsylvania

Blakely Heaton, Biology, Bloomfield, Indiana

Ryan Hecker, Strategic Communication, Chicago

Jordan Hennings, International Studies, Wheaton, Illinois

Nicole Henrich, International Business, West Bend, Wisconsin

Harry Hensel, Elementary Education, Indianapolis

Miranda Herman, Gender, Women & Sexuality Studies, Indianapolis

Mary Hermann, Software Engineering, Chelsea, Michigan

Thomas Hermsen, Psychology, Kaukauna, Wisconsin

Ryan Heumann, Mathematics, Indianapolis

Carly Hewitt, Actuarial Science, Mound, Minnesota

Molly Hicks, Anthropology, Fishers, Indiana

Allie Highsmith, English, Indianapolis      

Charlotte Hilker, Psychology, Des Moines, Iowa

Lilly Hinckley, Exploratory, Cincinnati, Ohio

Hannah Hinkle, Communication Science & Disorders, Warsaw, Indiana

Maddi Hinton, Biology, Pendleton, Indiana

Jessica Hock, Elementary Education, Bryn Mawr, Pennsylvania

Allison Hoffert, Health Sciences, Leesburg, Indiana

Sam Hoffman, Elementary Education, Noblesville, Indiana

Bailey Hogan, Elementary Education, Indianapolis

Jonny Hollar, Marketing, Warsaw, Indiana

Noah Holloway, English, Zionsville, Indiana

Ryan Holmes, Exploratory (Business), Carmel, Indiana

Kate Holtz, Risk Management and Insurance, Godfrey, Illinois

Alexandra Hopkins, Human Communication and Organizational Leadership, Sheridan, Indiana

Tori Horton, Finance, Verona, Wisconsin

Brooks Hosfeld, Gender, Women & Sexuality Studies, Carmel, Indiana

Asif Hossain, Chemistry, Carmel, Indiana

Samantha Howald, Health Sciences, Toledo, Ohio

William Howard, Biology, Carmel, Indiana

Zach Howe, Professional Pharmacy, O'Fallon, Missouri

Chandler Howell, Professional Pharmacy, Centerville, Indiana

Nicholas Huang, Finance, Geneva, Illinois

Fiona Huber, Dance/Arts Administration, Atlanta, Georgia

Maggie Hunt, Elementary Education, Indianapolis

Kate Hussey, Psychology, Cincinnati, Ohio

Peter Hutson, International Studies, Columbus, Ohio

Katie Hybarger, Middle/Secondary Education, Sheridan, Indiana

Lyla Iannaccone, Arts Administration, Glendale, California

Courtney Irwin, Human Communication and Organizational Leadership, Burr Ridge, Illinois

Kayla Irwin, Health Sciences, Lemont, Illinois

Michaela Ivory, Anthropology, Indianapolis

Claire Jaffee, Marketing, Michiana Shores, Indiana

Shea Jamieson, Biology, South Bend, Indiana

Ben Janson, Accounting, Saint Joseph, Michigan

Karla Jeggle, Actuarial Science, Upper Arlington, Ohio

Rachel Jennings, Actuarial Science, Goshen, Kentucky

Logan Jester, Health Sciences, Fort Wayne, Indiana

Bobby Johnson, History, McDonald, Ohio

Drew Johnson, Pharmacy, Noblesville, Indiana

Gordon Johnson, Art + Design, Elmhurst, Illinois

Luke Johnson, Biology, Indianapolis

Marissa Johnson, Performance & Music Education, Avon, Indiana

Jennifer Johnston, Health Sciences, Greenfield, Indiana

David Jones, Marketing, Westfield, Indiana

Sarah Jordan, Dance-Performance, Oak Park, Illinois

Daria Jouzdani, Economics, Boulder, Colorado

Emily Joyce, Political Science, Bloomingdale, Illinois

Jakob Jozwiakowski, Chemistry, Sudbury, Massachusetts

Michelle Jugovich, Music, Western Springs, Illinois

Colton Junod, Biology, Vincennes, Indiana

Rachel Kappeler, Pharmacy, Hartland, Wisconsin

Kelsie Kasper, Sports Media, Munster, Indiana

Kaitlyn Kastberg, Pre-Pharmacy, Chesterfield, Missouri

Nicole Katzin, Exploratory, Chicago

Hannah Kaufmann, Psychology, Pendleton, Indiana

David Kaylor, Pharmacy, Westfield, Indiana

Mahmood Kedo, Biology, McCordsville, Indiana

Annie Keirn, Communication Science & Disorders, Collinsville, Illinois

Jenna Kendrick, Professional Pharmacy, Rising Sun, Indiana

Morgan Kenny, International Business, Lafayette, Indiana

Jenny Kern, Communication Science & Disorders, Bartlett, Illinois

Maggie Kieffer, Exploratory, Morton, Illinois

Joe Killion, International Studies, USAF Academy, Colorado

Allison Kinsinger, Health Sciences, Washington, Illinois

Jessie Kirchoff, Professional Pharmacy, Terre Haute, Indiana

Klaudia Kirk, Marketing, Noblesville, Indiana

Joe Kirkpatrick, Pre-Pharmacy, Anderson, Indiana

Noa Klausner, Biology, Las Vegas, Nevada

Dillen Klemchuk               , Sociology, Fairfax, Vermont

Abby Klupchak, Marketing, Homewood, Illinois

Emily Knaub, Middle/Secondary Education, Channahon, Illinois

Danny Knauff, Music Education, Carmel, Indiana

Hunter Koch, Finance, Bedford, Indiana

Natalie Koch, Exploratory, Mililani, Hawaii

Kristen Koehl, Professional Pharmacy, Indianapolis

Hannah Koehler, Elementary Education, Mundelein, Illinois

Jarrod Koester, History and Political Science, Wadesville, Indiana

Jess Kolanowski, Entrepreneurship & Innovation, Saint John, Indiana

Brandi Kordes, Communication Science & Disorders, Saint Anthony, Indiana

Charles Kovarik, Economics, Downers Grove, Illinois

Andrea Krebs, Pharmacy, Indianapolis

Ray Kreloff, Economics, Valparaiso, Indiana

Anne Krietenstein, Biology, Plainfield, Indiana

Joey Krisko, International Business, Manteno, Illinois

Hannah Kroehler, Marketing, Fishers, Indiana

Nicole Krueger, Communication Science & Disorders, Willow Springs, Illinois

Allison Kubacki, Health Sciences, Rochester Hills, Michigan

Hannah Kurath, Elementary Education, Golden, Colorado

Lucas LaRosa, Actuarial Science, Indianapolis

Mariesa LaRosa, Communication Science & Disorders, Indianapolis

Emma LaVelle, Accounting, Columbus, Indiana

Alyssa Lach, Computer Science, Algonquin, Illinois

John Lacheta, Management Information Systems, Warsaw, Indiana

Caitlin Ladd, Individualized Major, Floyds Knobs, Indiana

Tori Lampert, Anthropology, La Grange Park, Illinois

Spencer Lang, Biology, Longmont, Colorado

Grace Langford, Actuarial Science, Avon, Indiana

Maddie Larsen, Health Sciences, Chicago

Annie Larson, Marketing, Victoria, Minnesota

Kyra Laubacher, Dance-Performance, Wexford, Pennsylvania

Zoe Law, Anthropology, Zionsville, Indiana

Emily Lawson, Chemistry, Fort Wayne, Indiana

Lance Lawyer, Health Sciences, Mooresville, Indiana

Jenna-Laine LeBleu, Strategic Communication, Aurora, Illinois

Allison Ledder, Exploratory (Business) Crystal Lake, Illinois

Adam Lee, Finance, Kirkwood, Missouri

Dana Lee, Journalism, Northbrook, Illinois

Jessica Lee, Biology, Chesterton, Indiana

Stephanie Lee, Pharmacy, Carmel, Indiana

Meghan Leete, Economics, Spring Lake, Michigan

Sara Lefere, Elementary Education, Jackson, Michigan

Emily Leiderman, Psychology, Geneva, Illinois

Cade Leinbach, Music Composition, Goshen, Indiana

Blake Leonard, International Business, Dexter, Michigan

Rachael Lewis, Marketing, Danville, Illinois

Samantha Lilly, Marketing, Indianapolis 

Morgan Linzmeier, History and Anthropology, Pulaski, Wisconsin

Monica Livorsi, Arts Administration, Minnetonka, Minnesota

Julia Lohan, Middle/Secondary Education, Lincolnwood, Illinois

Nick Lombardo, Finance, Glen Ellyn, Illinois

Austin Long, Professional Pharmacy, Mooresville, Indiana

Elizabeth Longthorne, Strategic Communication, Indianapolis

Jesse Longtin, Accounting, Kankakee, Illinois

Haley Loquercio, Theatre, Chicago

Melissa Louis, Health Sciences, Loveland, Ohio

Madeline Lowry, Risk Management and Insurance, Springfield, Virginia

Nick Lucas, Accounting, Johnston, Iowa

Hannah Luedtke, Accounting, North Barrington, Illinois

Abbie Lueken, Professional Pharmacy, Bloomington, Indiana

Cole Luty, Professional Pharmacy, Indianapolis  

Meghan Lynch, Communication Science & Disorders, Indianapolis             

Maggie MacBeth, Biology, Indianapolis  

Missy MacCarthy, Health Sciences, Saint Charles , Illinois

Cole Mackey, Pre-Pharmacy, Shelbyville, Indiana

Dustin Mailloux, Accounting, Bloomington, Illinois

Colleen Major, Elementary Education, Willowbrook, Illinois

Grace Malone, Digital Media Production, West Lafayette, Indiana

Brittney Man, Actuarial Science, Indianapolis

Izzi Mandli, Exploratory (Business), Whitefish Bay, Wisconsin

Addie Mann, Health Sciences, Bluffton, Indiana

Theo Maris, Pre-Pharmacy, Villa Hills, Kentucky

Allyson Marks, Marketing, Germantown Hills, Illinois

Justin Markus, Marketing, New Lenox, Illinois

Lindsay Marohn , Exploratory (Natural Sciences), Saint Joseph, Michigan

Kylie Mason, Elementary Education, Bourbon, Indiana

Elly Mawi, Biology, Indianapolis

Hillary May, Psychology, Mount Vernon, Indiana

Grace Maynard, Mathematics, Normal, Illinois

Eleanor McCandless, Marketing, Fort Wayne, Indiana

Lauren McCartt, Exploratory, Indianapolis

Eryn McCloy, Exploratory, Hortonville, Wisconsin

Katie McConnell, Elementary Education, Mesa, Arizona

Maeve McCormack, Accounting, Oak Park, Illinois

Bryce McDonald, Exploratory (Business), Canton, Michigan

Johnny McDonald, Accounting, Vernon Hills, Illinois

Kelsey McDougall, Biology, Canton, Michigan

Kirsten McGrew               , Pharmacy, Prospect, Kentucky

Morgan McInturff, Finance, Indianapolis

Addy McKown, Strategic Communication, New Castle, Indiana

Lauren McQuarters, Psychology, La Porte, Indiana

Carli Medina, Health Sciences, Crown Point, Indiana

Kasey Meeks, Health Sciences, Robinson, Illinois

Michael Melbardis, Music, Fishers, Indiana

Alex Mendelson, Finance, Evanston, Illinois

Abby Meredith, Elementary Education, Indianapolis

Nicole Miceli, Digital Media Production, Des Plaines, Illinois

Eric Michel, English Writing, Tipton, Indiana

Madison Millard, Psychology, Indianapolis

Alyssa Millen, Biochemistry, Valparaiso, Indiana

Allison Miller, Health Sciences, Warsaw, Indiana

Connor Miller, Pre-Pharmacy, Elkhart, Indiana

Katherine Miller, International Studies, Columbus, Indiana

Kiley Miller, Accounting, Carmel, Indiana

Shelby Miller, Communication Science & Disorders, McCordsville, Indiana

Travis Miller, Actuarial Science, Middlebury, Indiana

Karina Milvain, Theatre, Colorado Springs, Colorado

Jordan Minnick, Science, Technology, & Society, Las Vegas, Nevada

Bryce Minor, Accounting, Brazil, Indiana

Ntinyari Miriti, Music Education, Lexington, Kentucky

Madeline Mitchell, Pharmacy, Effingham, Illinois

Madeline Mleziva, Digital Media Production, Appleton, Wisconsin

Nyree Modisette, Political Science, Indianapolis

Kaeli Moffett, Professional Pharmacy, Indianapolis

Gabby Moline, Journalism, Schererville, Indiana

Matthew Monge, Human Communication and Organizational Leadership, Edwards, Illinois

Eliana Montalvo, Dance-Performance, Modesto, California

Lauren Monteith, Communication Science & Disorders, Indianapolis

Cecilia Moore, Communication Science & Disorders, Nashville, Tennessee

Matthew Moore, Chemistry, Cincinnati, Ohio

Rachel Moran, Science, Technology, & Society, Glen Ellyn, Illinois

Ashley Morgan, Health Sciences, Avon, Indiana

Erin Morrisey, Middle/Secondary Education, Glen Carbon, Illinois

Arianna Morrison, Dance-Performance, Seffner, Florida

Julia Mucci, Exploratory (Business), Canton, Michigan

Sam Mueller, Marketing, Westfield, Indiana

Daniel Mulawa, Health Sciences, Saint Charles, Missouri

Jacob Mummert, Sports Media, Amboy, Indiana

Gracie Munroe, Political Science, Crawfordsville, Indiana

Amanda Murphy, Exploratory, Arlington Heights, Illinois

Kelly Murphy, Human Communication and Organizational Leadership, Dublin, Ohio

Maeve Murphy, Elementary Education, Champaign, Illinois

Con Murray, English, Cincinnati, Ohio

Lindsey Myers, Elementary Education, Nashville, Tennessee

Kristen Mylcraine, Biology, Plainfield, Indiana

Maham Nadeem, Biology, Carmel, Indiana

Jack Napoleon, Finance, Arlington Heights, Illinois

Garrick Nate, International Studies, Plymouth, Indiana

Carl Nelson, Digital Media Production, Wheaton, Illinois

Emily Nettesheim, Health Sciences, Lafayette, Indiana

Jordyn Newett, Music Education, Greenwood, Indiana

Kendra Newman, Biology, Danville, Indiana

Josey Noel, Biology, Jeffersonville, Indiana

Ariel Norris, Marketing, Noblesville, Indiana

Carolan Norris, Dance/Arts Administration, Cumming, Georgia

Sean O'Brien, Psychology, Munster, Indiana

Sheila O'Keeffe, Exploratory, Orland Park, Illinois

Megan O'Neill, Marketing, Lemont, Illinois

Macey OBrien, Marketing, Northbrook, Illinois

Elise Offutt, Elementary Education, Arlington, Virginia

Sarah Opperman, Pre-Pharmacy, Valparaiso, Indiana

MacKenzie Orbaugh, Elementary Education, Zionsville, Indiana

Bailey Osler, Elementary Education, McCordsville, Indiana

Claire Ottmar, Middle/Secondary Education, Saint Joseph, Michigan

Andrew Ozga, Physics, Wauconda, Illinois

Claire Paciga, Pre-Pharmacy, Orland Park, Illinois

Lauryn Padgett, Biochemistry, Carmel, Indiana

Kenia Padron, Communication Science & Disorders, Panama       

Corbin Panturad, International Studies, Aledo, Texas

Nicolia Papadeas, Health Sciences, Greenwood Village, Colorado

Maddie Paraskos, Elementary Education, Mason, Ohio

Allie Parker, Anthropology, West Lafayette, Indiana

Kyleigh Parks, Finance, Pittsburgh, Pennsylvania

Sara Patel, Accounting, Cleveland, Ohio

Amber Patrick, English, Hilliard, Ohio

Cassidy Patscot, Marketing, Wales, Wisconsin

Kinsey Paulson, Human Communication and Organizational Leadership, Bettendorf, Iowa

Natalie Pawlak, Communication Science & Disorders, Appleton, Wisconsin

Paige Pearson, Strategic Communication, Edina, Minnesota

Leah Peavler, Arts Administration, Brookfield, Wisconsin

Michael Peay, Finance, Phoenix, Arizona

Breann Pempek, Middle/Secondary Education, Indianapolis

Allie Pence, Arts Administration, Fishers, Indiana

Anne Perez, Pre-Pharmacy, Elmhurst, Illinois

Braden Pershing, Accounting, Greencastle, Indiana

Jack Peterson, Finance, Rockville, Maryland

Caitlin Pethick, Biology, South Bend, Indiana

Robert Petrakis, Accounting, Peoria, Illinois

Lauren Pfeil, International Studies, West Des Moines, Iowa

Allie Phillips, Pre-Pharmacy, Noblesville, Indiana

Mackenzie Phillips, Health Sciences, Humble, Texas

Jack Pilcher, Finance, Zionsville, Indiana

John Plate, Music Performance, Wheaton, Illinois

Tyler Pollard, Economics, Highland, Illinois

Julia Pomeroy, Chemistry, Akron, Indiana

Noemi Ponzoni, International Studies, Sulbiate  

Sarah Poore, Marketing, Carmel, Indiana

Jessica Porter, Middle/Secondary Education, Elberfeld, Indiana

Malayna Pottschmidt, Accounting, Fishers, Indiana

Hannah Protich, Pharmacy, Plainfield, Illinois

Taylor Pugh, Digital Media Production, Los Alamitos, California

Tori Puhl, Actuarial Science, Mequon, Wisconsin

Krista Pulley, Chemistry, Noblesville, Indiana

Shannon Purcell, Professional Pharmacy, Geneva, Illinois

David Purdum, Mathematics, Noblesville, Indiana

Rehan Qureshi, Pre-Pharmacy, Carmel, Indiana

Courtney Raab, Health Sciences, Highland, Indiana

Gabrielle Raab, Communication Science & Disorders, Oldenburg, Indiana

Carter Raleigh, Finance, Cincinnati, Ohio

Isabelle Ramey, Dance-Performance, Pittsburgh, Pennsylvania

Armando Ramirez, Pharmacy, Decatur, Indiana

Courtney Ramirez, Dance/Arts Administration, Littleton, Colorado

Libbie Rammage, Strategic Communication, Wataga, Illinois

Allison Ramsey, Actuarial Science, Fishers, Indiana

Alea Rashid, Exploratory (Natural Sciences), Streator, Illinois

Anna Rather, English, Bargersville, Indiana

Jordan Rauh, Pharmacy, Wabash, Indiana

Jacob Reeves, Biology, Odum, Georgia

Kayla Reeves, Exploratory (Business), Des Plaines, Illinois

Maggie Regan, Art + Design, Manteno, Illinois

Taylor Reid, Elementary Education, Zionsville, Indiana

Lauren Reineke, Health Sciences, Valparaiso, Indiana

Jenna Repkin, Middle/Secondary Education, Vernon Hills, Illinois

Maggie Reynolds, Communication Science & Disorders, Darien, Illinois

Emma Richards, Communication Science & Disorders, Effingham, Illinois

Kate Richards, Communication Science & Disorders, Effingham, Illinois

Chanel Richardson, Pharmacy, Greenwood, Indiana

Lindsey Ridlen, Professional Pharmacy, Seymour, Indiana

Jaret Rightley, Accounting, New Palestine, Indiana

Mason Rinks, Accounting, Swartz Creek, Michigan

Ellen Rispoli, Psychology, Savoy, Illinois

Paul Ritter, Actuarial Science, Batesville, Indiana

Kade Roach, Finance, Salem, Indiana

Sophie Robertson, Dance/Arts Administration, Gig Harbor, Washington

Jacob Robleski, Accounting, Wheaton, Illinois

Cole Rodgers, Dance/Arts Administration, Woodbury, Minnesota

Lauren Rodgers, Psychology, Perrysburg, Ohio

Joseph Rodriguez, Music Education, Lafayette, Indiana

Avery Roe, Peace and Conflict Studies, Columbus, Ohio

Kyle Roe, Finance, Indianapolis

Tommy Roers, Middle/Secondary Education, Kildeer, Illinois

Rachel Rogers, Finance, Tipp City, Ohio

Evan Rolston, Pharmacy, Anderson, Indiana

Raven Roth, Marketing, Orange Village, Ohio

Joe Rowan, Exploratory, Fort Wayne, Indiana

Kelsey Rowley, Elementary Education, Connersville, Indiana

Connor Ruffing, Actuarial Science, South Bend, Indiana

Molly Rumble, Dance-Pedagogy, Virginia Beach, Virginia

Bella Ruscheinski, Exploratory (Business), Peoria, Illinois

Megan Rush, Marketing, Salisbury, Maryland

David Ryskamp, Biology, Caledonia, Michigan

Cobi Sabo, Computer Science, Homewood, Illinois

Mariam Saeedi, Art + Design, Bloomington, Indiana

Abdul Saltagi, Biology, Fishers, Indiana

Briana Sanchez, Marketing, Grand Forks, North Dakota

Andrew Sandlin, Actuarial Science, Indianapolis

Meredith Sands, Elementary Education, Valparaiso, Indiana

Logan Sanford, Marketing, Liberty, Indiana

Karnjanakorn Sapianchai, Dance-Performance, Thailand                

Payton Sassano, Communication Science & Disorders, Deerfield, Illinois

Madison Sauerteig, Sociology (Social Work) & Psychology, Arcadia, Indiana

Justin Savona, Exploratory (Business), Northville, Michigan

Kaitlyn Sawin, Marketing, Appleton, Wisconsin

Keegan Sawin, Psychology, Appleton, Wisconsin

Abby Schabel, Pre-Pharmacy, Westport, Indiana

Morgan Schaffer, Professional Pharmacy, Dayton, Ohio

Fiona Schicho, Anthropology, Blairstown, New Jersey

Jenny Schick, Communication Science & Disorders, Libertyville, Illinois

Leah Schissler, Elementary Education, Tinley Park, Illinois

Alexis Schmidt, English, Chillicothe, Illinois

Annika Schmidt, Sports Media, Zionsville, Indiana

Elizabeth Schmidt, Performance & Music Education, Crystal Lake, Illinois

Lauren Schmidt, Pre-Pharmacy, Columbia, Illinois

Rachel Schmidt, Marketing, Saline, Michigan

Riley Schmidt, Science, Technology, & Society, Mukwonago, Wisconsin

Becca Schmiegel, History, Valparaiso, Indiana

Emma Schneir, Marketing, Carlsbad, California

Kerianne Schoff, Communication Science & Disorders, Rockford, Michigan

Corey Scholl, Astronomy & Astrophysics, Indianapolis

Megan Schroeder, Biology, Richmond, Indiana

Lindsey Schuler, Health Sciences, Fishers, Indiana

Olivia Schwan, Marketing, Mattawan, Michigan

Kelly Schwantes, Theatre, Barrington, Illinois

Christa Schwinke, Management Information Systems, Teutopolis, Illinois

Daniel Scofield, Dance/Arts Administration, Fisherville, Kentucky

Blayre Scott, Health Sciences, Shelbyville, Indiana

Ana Segovia, Health Sciences, Nicholasville, Kentucky

Gwenyth Sell, Music Performance, Noblesville, Indiana

Brittan Semler, Strategic Communication, Spring Grove, Illinois

Sarah Semmen, Biology, Woodstock, Illinois

David Sexton, Political Science, Richmond, Indiana

Emilie Sgutt, Professional Pharmacy, Herrin, Illinois

Emma Shafer, Theatre, Quincy, Illinois

Khusbu Shah, Health Sciences, Schaumburg, Illinois

Umy Shaikh, Health Sciences, Carmel, Indiana

David Shammas, Healthcare and Business, Carmel, Indiana

Alex Shanafelt, Music Composition, Carmel, Indiana

Matt Shapiro, Exploratory, Wilmette, Illinois

Ben Sharp, Computer Science, Indianapolis

Sarah Sharpe, Health Sciences, Munster, Indiana

Katie Shelford, Biology, Fort Wayne, Indiana

Sydney Shelton, Middle/Secondary Education, Greenfield, Indiana

Jack Shirley, Critical Communication & Media, Brentwood, Tennessee

Kristen Shively, Actuarial Science, Columbia City, Indiana

Molly Shoffner, Biology, Russiaville, Indiana

Marley Shovlin, Health Sciences, Pittsburgh, Pennsylvania

Abby Sikorcin, Health Sciences, Lisle, Illinois

Hanna Silverman, Sociology (Social Work) & Psychology, Deerfield, Illinois

Derek Sims, Biology, Elwood, Indiana

Meghan Singer, Exploratory, Vernon Hills, Illinois

LauraJane Skillern, Exploratory (Business), Mooresville, Indiana

Elizabeth Small, Elementary Education, Zionsville, Indiana

Abigail Smith, Accounting, Winona Lake, Indiana

Adilyn Smith, Elementary Education, Cincinnati, Ohio

Allison Smith, Communication Science & Disorders, Antioch, Illinois

Bre Smith, Accounting, Danville, Indiana

Bret Smith, Exploratory (Business), Brownsburg, Indiana

Emi Smith, Political Science, Des Moines , Iowa

Genavieve Smith, Political Science, Mount Juliet, Tennessee

Layne Smith, Professional Pharmacy, Winchester, Indiana

Jenny Snedeker, Music Performance, Indianapolis

Michael Snyder, Finance, Peoria, Illinois

Spencer Spaulding, Biology, Madison, Indiana

Gwen Spencer, Actuarial Science, Waxhaw, North Carolina

Joe Spenchian, Marketing, Des Plaines, Illinois

Emma Sporer, Elementary Education, Wheaton, Illinois

Delainey Spragg, Communication Science & Disorders, Attica, Indiana

Lilly Springer, Economics, Indianapolis

Tyler Springer, Journalism, Lakeville, Minnesota

Caroline Squatrito, Marketing, Bloomfield Hills, Michigan

Samantha Stanley, Biology, Greenfield, Indiana

Mary Stazinski, Sociology (Social Work) & Psychology, Valparaiso, Indiana

Graham Stecz, Finance, Dublin, Ohio

Halle Stelbasky, Communication Science & Disorders, Strongsville, Ohio

Kailey Steward, English Writing, Oak Forest, Illinois

Kylie Stine, Exploratory (Business), Frankfort, Indiana

Emma Stockrahm, Communication Science & Disorders, Terre Haute, Indiana

Shelby Stone, Health Sciences, Wabash, Indiana

Sarah Stopczynski, Pre-Pharmacy, South Bend, Indiana

Sophie Strasheim, Music Education, St. Louis, Missouri

Riley Strauss, Elementary Education, Deerfield, Illinois

Delaney Straw, Pre-Pharmacy, Speedway, Indiana

Charlee Striebinger, Health Sciences, Overland Park, Kansas

Hannah Stroup, Middle/Secondary Education, St. Louis, Missouri

CJ Stump, Accounting, Noblesville, Indiana

Keith Sustich, Computer Science, Lake Zurich, Illinois

Hayley Sutherland, Pre-Pharmacy, Wauconda, Illinois

Shelby Swihart, Biology, Goshen, Indiana

Andrew Sysak, Finance, Goodrich, Michigan

Maria Szeszol, Pharmacy, Lindenhurst, Illinois

Brad Sznajder, Finance, Aurora, Illinois

Sara Taft, Psychology, Goshen, Indiana

Anis Tai, Pre-Pharmacy, Indianapolis

Avery Tanenhaus, Entrepreneurship & Innovation, Roslyn Heights, New York

Nick Taylor, Pre-Pharmacy, Nashville, Tennessee

Reagan Taylor, Communication Science & Disorders, South Bend, Indiana

Tyler Taylor, Psychology, Crete, Illinois

Marissa Terando, Accounting, Westfield, Indiana

Garrett Terhune, Pre-Pharmacy, Greenwood, Indiana

Sydney Theerman, Exploratory, St. Louis, Missouri

Madison Theile, Exploratory (Business), Bloomington, Indiana

Mckenzie Theis, Exploratory (Business), Mundelein, Illinois

Anna Thomas, Psychology, Naperville, Illinois

Maddie Thomas, Exploratory, Hamilton, Ohio

Michael Thomas, Health Sciences, Springfield, Illinois

Sean Thomas, Accounting, Western Springs, Illinois

Mackenzie Thompson, English, Franklin, Indiana

Ashley Thopiah, Dance-Performance, Champaign, Illinois

Hanna Throgmorton, Psychology, Carmel, Indiana

Lilly Thuma, Exploratory (Business), Edina, Minnesota

Lauren Tibbets, Actuarial Science, Converse, Indiana

Cassidy Tiberi, Psychology, New Lenox, Illinois

Shelbi Tidd, Psychology, Fishers, Indiana

Yzabel Tio, Music Education, Terre Haute, Indiana

Maxwell Todd, Health Sciences, Sullivan, Illinois

Avery Tolliver, Pharmacy, Tolono, Illinois

Viki Tomanov, English, Lombard, Illinois

Cole Tonucci, Exploratory (Business), Dublin, Ohio

Hannah Tourville, Entrepreneurship & Innovation, Kaukauna, Wisconsin

Noah Troxell, Management Information Systems, Golden, Colorado

Megan True, Art + Design, New Palestine, Indiana

Ryan Tsai, Actuarial Science, Canton, Ohio

Ashley Twigg, Biology, Columbus, Ohio

Joe Ulrey, Healthcare and Business, Mooresville, Indiana

Erin Underwood, Elementary Education, House Springs, Missouri

Sydney Ungar, Health Sciences, Eden Prairie, Minnesota

Jasmeen Uppal, Exploratory (Business), Plainfield, Indiana

Gwen Valles, International Studies, Hammond, Indiana

Logan Van Ravenswaay, Pre-Pharmacy, Palmyra, Illinois

Morgan Vance, Professional Pharmacy, Indianapolis

Reagan Vance, Marketing, Fort Wayne, Indiana

Sam Varie, Marketing, Indianapolis

Meredith Varner, Middle/Secondary Education, Vernon Hills, Illinois

Ian Veen, Accounting, Speedway, Indiana

Elizabeth Verkamp, Accounting, Jasper, Indiana

Ashlyn Vitoux, Pharmacy, Winona Lake, Indiana

Alexander Waddell, Accounting, Martinsville, Indiana

Kate Wade, Philosophy & Psychology, Fishers, Indiana

Tyler Wagner, English Writing, Avon, Indiana

Caleb Wakefield, Middle/Secondary Education, Indianapolis

Michael Walker, Pre-Pharmacy, Sullivan, Indiana

Skyler Walker, Pharmacy, Racine, Wisconsin

Madison Walrod, Health Sciences, McCordsville, Indiana

Rachel Walters, Art + Design, Zionsville, Indiana

Joe Wandro, Music Performance, Des Moines, Iowa

Elizabeth Wang, Health Sciences, Madison, Wisconsin

Ellen Ward, Human Communication and Organization Leadership, Towson, Maryland

Kate Warma, Anthropology, Carlinville, Illinois

Kylene Warne, Theatre, Nineveh, Indiana

Elaine Warner, Elementary Education, North Manchester, Indiana

Katherine Waters, Biology, Brownsburg, Indiana

Lucas Wathen, Exploratory, Deerfield, Illinois

Megan Watson, Elementary Education, Urbandale, Iowa

Madeline Watterson, History and Political Science, La Porte, Indiana

Megan Waxman, Biology, Highland, Michigan

Sarah Wede, Pre-Pharmacy, Carmel, Indiana

Emily Weiler, Biology, Batesville, Indiana

Carol Weirich, Music Education, Elkhart, Indiana

Lauren Weirich, Music Education, Elkhart, Indiana

Noah Weiss, Marketing, Richland, Michigan

Nathan Weller, Pre-Pharmacy, Bloomington, Indiana

Kylie Wermund, Health Sciences, Stevensville, Michigan

Daniel Whalen, International Business, Indianapolis

Kiersten White, Middle/Secondary Education, Indianapolis

Megan Whitwam, Exploratory, Stevensville, Michigan

Jillian Wickham, Health Sciences, Clarendon Hills, Illinois

Lauren Wiggins, Exploratory (Business), New Palestine, Indiana

Kait Wilbur, Digital Media Production, Manito, Illinois

Rachel Wilburn, History, Valparaiso, Indiana

Riley Wildemann, Pharmacy, Plainfield, Indiana

Celina Wilk, Middle/Secondary Education, Mt Prospect, Illinois

Cameron Willett, Biology, Prospect, Kentucky

Rachel Williams, Chemistry, Dayton, Indiana

Tyler Williams, Marketing, Osceola, Indiana

blake Williams, Pre-Pharmacy, Fishers, Indiana

Hannah Willmore, Music, Edwardsville, Illinois

Emma Wilson, Human Communication and Organizational Leadership, Columbus, Indiana

Laura Wilson, Finance, Greenwood, Indiana

Ross Wilson, Recording Industry Studies, Chandler, Arizona

Tim Winter, Computer Science, Decorah, Iowa

Layla Wisser, Health Sciences, Elgin, Illinois

Reagan Wohlford, Biology, Huntington, Indiana

Samantha Worden, Health Sciences, Middleton, Wisconsin

Rachel Worley, Musical Arts, Lebanon, Indiana

Alexander Wright, Chemistry, Fishers, Indiana

Heather Wright, Music, Indianapolis

Maddie Wright, Health Sciences, Mooresville, Indiana

Abigale Wynn, Mathematics, Madison, Indiana

Zhenzhen Xiang, International Studies, Beijing   

Jill Yager, Biology, Rushville, Indiana

Danny Yanosko, Finance, Cleveland, Ohio

Alyssa Yarosz,  Strategic Communication, Morristown, New Jersey

Sam Yeaton, Accounting, Akron, Ohio

Ryan Young, Marketing, Louisville, Kentucky

Xiaofu Yu, Exploratory (Business), Shanghai         

Ash Zehr, Professional Pharmacy, Indianapolis   

Kelsey Zetzl, Performance & Music Education, Hagerstown, Indiana

Lindsey Zimmerman, Marketing, Carmel, Indiana

Helen Zorn, Exploratory, Chicago, Illinois

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

AcademicsStudent Life

Butler Places 815 Students on Fall 2017 Dean's List

Top 20 percent of students are on the list.

Feb 06 2018 Read more
AcademicsPeople

He Wanted Every Class to Be An Event

BY

PUBLISHED ON Mar 26 2018

Professor of Religion Paul Valliere marvels at the similarities between the Butler University he joined in 1982 and the Butler University from which he's retiring in May.

"It's perfectly obvious that all kinds of things are happening at Butler now that weren’t happening in 1982," he said. "But there are real continuities in the Butler of yore and the Butler of today. Most of those continuities are very positive—face-to-face community, dedication to students, ability to attract really fine students. We get really fine students. So did we in 1982. Most of the changes at Butler have built on the positives that were already there."

And over 36 years at Butler, Valliere, 74, has had a hand in several of those positive changes. He collaborated on creating the Change and Tradition core curriculum (which has evolved into Global and Historical Studies), built up the Honors Program, co-wrote the application for a Lilly Endowment Inc. grant that created the Center for Faith and Vocation, and wrote the application that helped Butler get a Phi Beta Kappa chapter.

Then there's teaching. Valliere approached his courses with the memory of something his former colleague John Beversluis told him: "I want every class to be an event."

"My favorite moments at Butler are walking out of a class that I know in my heart went really, really well," Valliere said. "For me, nothing compares to the sense of elation when I know at the end of a class that it really went well—I accomplished what I intended to in there, but much more, because the students grabbed hold of it and ran with it and it ended up being a great class."

Betsy Shirley '10, now Associate Editor at Sojourners magazine, remembers Valliere referring to students as his "young colleagues. And he really meant it. It wasn't a gimmick."

"He took more notes in class than any professor I had," she said. "He took notes on what students were saying—interesting points they made or something he wanted to follow up with them. Sometimes after class, he would say, 'I really appreciated that point you made. You might want to check out this extra essay, or this article that might help you develop your point.' He saw what students were saying as important and wanted to learn with them and from them."

*

Valliere grew up in Longmeadow, Massachusetts. After earning his bachelor's degree from Williams College, he got a job as a community organizer in East Harlem. In 1971, he began his teaching career at Columbia University, from which he earned his master's and doctorate, and started his career-long scholarship in religion and theology in modern Russia.

He taught religion at Columbia for 11 years. But by this point, he and his wife, Marjorie, had three young children, and he wanted a tenured professorship.

Butler offered him that. He moved to Indianapolis to be Dean of Butler's University College, which advised all first-year students and sophomores and oversaw the core curriculum and the honors program, and an Associate Professor of Religion.

He said Marjorie had to get a driver's license when they settled in Indiana—she didn't need one in New York—but the adjustment to the Midwest was otherwise easy.

"You're still the same person with the same unfinished articles in the same drawer," he said. "People have a tendency to get too hung up on externals—what environment do I live in, that kind of thing. Those things are superficial compared to the continuities: same family, same profession, same responsibilities, same challenges."

One of those challenges was integrating his interest in and knowledge of Russian theology into the curriculum. He did that through a course he team-taught with History Professor Bruce Bigelow called Peoples and Faiths of the Soviet Union (later Peoples and Faiths of Russia and its Neighbors).

*

Valliere described himself as "the product of a 100 percent pure liberal arts tradition." In fact, he said, "There was concern among some of the people at Butler who hired me that I might be too liberal-artsy for the good of the institution."

He said Butler "broadened me" by exposing him to students in professional areas.

"In my years of working with students in the arts, pharmacy, education, and the other professional colleges, I've become a broader, better-informed academic," he said. "I feel very good about that part of my Butler experience, where I had to stretch. I hope I stretched Butler and my students. That's what we're supposed to do. Stretch. But I got stretched also. And to the good."

Judith Cebula, the Founding Director of the Center for Faith and Vocation, said one of Valliere's strengths is that he "believes in the possible."

"He hired me to help launch the Center for Faith and Vocation and I saw first-hand how he believed Butler could become a better university when he created the Center, when he created the Seminar on Religion and Global Affairs, when created new courses, such as Faith Doubt and Reason in collaboration with Philosophy Professor Stuart Glennan, for example," she said.

"I saw it most clearly when he shared with me that he always strived to see the fullest potential in each student who walked into his classroom. Each student entered a new semester with an A in Paul’s grade book. That is how much he believes in the possible."

*

Valliere said he's enjoyed watching the city of Indianapolis grow, and Butler grow with it. That's one of the reasons he put off retirement.

"Why leave when the institution is doing so well and the city has gotten so interesting?" he said.

But now that the time is right for retirement, Paul and Marjorie plan to stay in Indianapolis and keep their Butler Basketball season tickets. He plans to continue his Russia scholarship, and will be working with the Emory University School of Law to co-edit a volume on the history of Christianity and law in Russia. It's part of a big study program being coordinated by the Center for the Study of Law and Religion at Emory.

"I'm retiring from teaching," he said, "but there's no rule that says you have to retire from scholarship—and I don't have any plans to cut back on that front."

As for teaching, yes, he will miss the interactions with students and the dynamics of the classroom.

"But I taught for 47 years, which is a lot longer than a lot of people have a chance to do," he said. "I turn 75 this year, so I've had a long run, and I'm grateful."

The College of Liberal Arts and Sciences will hold a retirement reception for Paul Valliere and Philosophy Professor Harry van der Linden on Tuesday, April 3, from 4:30-6:30 PM in the Robertson Hall Johnson Room. All are welcome. No RSVP necessary.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

AcademicsPeople

He Wanted Every Class to Be An Event

After 36 years at Butler, Religion Professor Paul Valliere retires.

Mar 26 2018 Read more
Jeremy Johnson
AcademicsThanksPeople

Butler Professor Receives NSF Grant to Study Class of Enzymes Linked with Cancer Growth

BY Rachel Stern

PUBLISHED ON Aug 14 2018

INDIANAPOLIS – It happened by accident.

Jeremy Johnson, Butler University Associate Professor of Chemistry, was looking at images of acyl protein thioesterases, or APTs. Because proteins are smaller than the wavelength of light, they cannot be seen by eye, or even with a microscope. So, proteins are crystalized, and then static images are taken, revealing what they look like at one point in time.

But, when Johnson looked at the APT images closely, he saw something he had never seen before, and something, he says, that is quite rare – the protein in multiple states.

“Our image showed the APT in open and closed states or active and inactive,” Johnson says. “Normally, we think of proteins as static, or as staying in one position, and only recently have we started to appreciate the idea of natural movements of proteins.”

With an $250,000 grant from the National Science Foundation, Johnson will be researching why we should appreciate that very idea. Seeing the image of the APT in a dynamic state enabled Johnson to hypothesize a whole new set of ideas about what this protein could potentially impact – cancer progression, neural deterioration, and immune functions, he says.

“Once we had this image and saw it was dynamic, we were able to start to hypothesize how this protein could be important within a cell,” he says. “All of a sudden new possibilities emerged that we knew we wanted to research more. Once we knew the structure, new alleys for research questions opened.”

APTs are a class of enzymes that are linked with cancer growth, neural degeneration, and bacterial infections. But, this photo revealed they are also dynamic – something that was not previously known.

Now, Johnson says, he is set to dive into what this dynamic function actually means, and how it could impact those important links. Some questions his lab will focus on include looking at how the dynamic nature of this protein could impact APTs as a future drug target, and how it might relate to cancer and immune functions.

After seeing the image, Johnson says his team will start to look into how that movement is related to the regulation of the protein and how that can impact the biological functions of APTs.

“You always hope there is relation to the big picture,” Johnson says. “We are going to be looking at the dynamic movement and if that movement is essential to biological function. You hope that movement is related to the big picture things that we know this protein is already involved in.”

Also, as part of the NSF grant, research occurring in Johnson’s lab will be integrated into undergraduate classroom laboratories, giving a wide range of students the chance to participate in the research. There will also be a new molecular biophysics laboratory added to the biochemistry major at Butler.

All of this, Johnson says, because of an accident.

 

Media contact:
Rachel Stern
rstern@butler.edu
914-815-5656

Jeremy Johnson
AcademicsThanksPeople

Butler Professor Receives NSF Grant to Study Class of Enzymes Linked with Cancer Growth

Butler Chemistry Professor Jeremy Johnson discovered something in his research that no one had seen before.

Aug 14 2018 Read more
AcademicsArts & CulturePeople

He Helped the Dance Department Achieve Its Potential

BY

PUBLISHED ON Apr 02 2018

Stephan Laurent joined the Butler Dance Department in 1988, convinced it was going to be one of the top programs in the United States.

"And we proceeded to make it so," he said, crediting "aggressive recruitment and a fantastic faculty."

Thirty years later—the first 15 as chair, the second 15 as a faculty member—as he prepares to retire from Butler, Laurent looks back proudly at what he and the department have accomplished in developing a program that's consistently one of the top-rated in the country.

"It's been a wonderful experience because this is such a strong program," he said. "It's strong because of the curriculum, because of the faculty who deliver that curriculum, because of the students it attracts and because of the facilities in which it is delivered. It is a conservatory-level training program, but we all value the liberal arts and that's what makes the program unique."

Laurent grew up outside Lausanne, Switzerland, and moved to the United States to study at Southern Methodist University. After earning his Bachelor of Fine Arts, he danced professionally in Europe, then returned to SMU for his Master of Fine Arts.

He taught at the University of Wisconsin-Milwaukee and had spent six years as Artistic Director of Des Moines Ballet when he saw the opening at Butler. The Board of Directors was reducing the size of its company to cut costs, so he decided to apply.

He expected a short stay in Indianapolis, but "it clicked so well. It seems like I had found my place – and I think I did. I have really planted my roots in this community. It will be bittersweet to leave."

He leaves with great memories of "all the wonderful productions we have accomplished with the Butler Ballet" and comfortable in the knowledge that he helped advance both Butler and the Dance Department.

"I've seen a lot of progress being made in establishing the strong vision of a comprehensive university where the liberal arts are valued," he said. "The core curriculum is really excellent here. I teach an FYS seminar (Spellbound: the Quest for Magic in the Arts and in Fiction), so I know firsthand how good that core is and how valued it is by all the members of the faculty across all the colleges."

Sophomore Stefanee Montesantos said Laurent "has been a wonderful instructor to work with in the studio." Not only that, "but he has given me opportunities that most first-years and sophomores wish for."

In Butler Ballet’s 2018 Midwinter Dance Festival, Montesantos was cast as the lead female in Farewell to the Singing Earth, an original piece that Laurent-Faesi choreographed.

"It was one of my most challenging roles yet, but it was such a pleasure to work with him," she said. "His positivity, yet silent discipline to execute the steps, brought out a drive I didn’t know I had in me. I am sure I speak for all of Butler Ballet when I say that he will be deeply missed."

After the semester ends, Laurent plans to move to Texas, where his wife, Ellen Denham, is directing the opera program as a member of the music faculty at Texas A&M University in Corpus Christi. He describes the move as "going full circle," since Texas was where he started in the United States.

Professor Susan McGuire, his colleague in the Dance Department, said Laurent set an example for others to follow.

"He is outspoken and liberal-minded in the best sense, and a staunch defender of academic freedom, for one," she said. "He knows the university system inside and out, and holds the people within it to a high standard, and quite vocally, regardless of the consequences. I appreciate this wholeheartedly, and I will miss his loud and clear voice."

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

 

AcademicsArts & CulturePeople

Going Out on A High Note

BY

PUBLISHED ON Apr 16 2018

Associate Professor of Music Dan Bolin '70 MM '75 looks back on his career in education—23 years at Butler, 48 overall—and says, "I can't think of anything I could have done that would have been more satisfying. To get to work with the kids, to get to know the people I've gotten to know …"

He lets the thought hang in the air, but he might have finished with "to achieve all I've achieved."

Since joining the Music Department faculty, Bolin has made his mark, particularly with regard to equipment, the physical plant, and faculty.

Bolin arrived in 1995 as Department Chair to find that no one had been keeping track of the instruments the department owned. Forty were missing. He had a hand in finding almost all of them and creating a new inventory system.

When the Schrott Center for the Arts was being built, Bolin took a tour of the construction and noticed that the orchestra pit was so low that people on the stage wouldn't be able to see the conductor. His keen eye helped Butler avoid a potentially costly repair.

It's a point of pride for him that the University's music ensembles have improved over the years and that Butler has retained so many talented faculty members.

"Most of the faculty in the music school were people I was involved with hiring and setting up," he said.
"(Professor of Music and Director of Bands) Michael Colburn is the last person I hired, and he's a superstar. We're fortunate to have him."

The feeling is mutual, Colburn said.

"My wife and I fell in love with Butler as soon as we visited, but I must admit that a big part of the attraction was the knowledge that Dan was serving as the Chair of the School of Music at the time," he said. "I figured that any school of music that had Dan Bolin in a leadership position would be a great place to work, and my instincts were right on the mark! Although he is no longer Chair, Dan has continued to be a valued colleague and a tremendous friend, and he will be sorely missed when he retires at the end of this semester."

*

Bolin spent his entire career close to home. He grew up in Indianapolis, took up the tuba in junior high school, and was the tubist in the Indiana All-State Orchestra all four years at Harry E. Wood High School, five blocks south of Monument Circle. That distinction earned him "a healthy scholarship" to Butler.

As an undergraduate at Butler, he tutored at his old high school. After graduation, his first teaching job was replacing his high school band director, who retired.

Bolin earned his principal's license at Butler and his doctorate in school administration at Indiana University. (His minor there was in music education.) He was a high school band director for 13 years, including time at Manual, Lebanon, and Southport high schools, and in administration for 12 years.

At Southport, he rose through the ranks to become an assistant principal. He left Southport for Perry Township Schools, where he moved from Director of Secondary Education to Personnel Director, Assistant Superintendent, and, finally, Interim Superintendent.

When the job opened at Butler, then-Director of Bands Robert Grechesky asked him to apply. Over the years, Bolin said, he was contacted by other institutions about opening on their faculty, but "I was doing what I wanted to do here."

*

Bolin said the greatest joy of his career has been working with students.

Matt Harrod '83 MM '88 is one of those. Harrod, Band Director and teacher at Riverside Junior High and Intermediate School in the Hamilton-Southeastern school district outside Indianapolis, was a student of Bolin's at Lebanon High School from 1975–1977. Harrod said even after Bolin left Lebanon for Southport, he stayed in touch and interested in his progress.

Harrod remembers a time when he was a freshman at Butler and decided to skip a pep band practice. That earned him a reprimand not only from Butler Band Director Grechesky but from Bolin.

"He told Dan and Dan got all over me about that," Harrod said. "He kept me on the straight and narrow."

After Harrod graduated from Butler, Bolin helped him get his first teaching job, attended his concerts, and worked with his band. Eventually, Harrod taught Bolin's sons at Keystone Middle School.

"He's been a close friend my whole life," Harrod said. "He's been a mentor to me. We laugh together, we tease each other a lot. He has guest-directed my band several times. He's introduced me to important people in the field. He hasn't only done this for me; he's done this for a lot of people."

In addition, Harrod said, Bolin has been instrumental in bringing military bands such as the U.S. Army Field Band to Indianapolis to perform free concerts for the public.

In retirement, Bolin said he and his wife, Jane, will continue to have a home in Indianapolis, but they'll also be living in Melbourne, Florida, where they bought a house 10 years ago.

Bolin said what he'll miss most are the students.

"They keep me young," he said. "Watching them grow and graduate and seeing some of them become educators—I tended to teach music education classes—and become band and orchestra directors and do good work has been incredibly gratifying. That's essentially what we’re all about—trying to create the next generation of teachers who are going to do what we did and hopefully do it even better."

(After this story was written, Dan Bolin conducted his final concert as Music Director of the Indianapolis Municipal Band and was awarded the Sagamore of the Wabash. The honor is given to those who have rendered a distinguished service to the state or to the governor.)

 


Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

AcademicsArts & CulturePeople

Going Out on A High Note

Dan Bolin retires after 48 years in education.

Apr 16 2018 Read more
AcademicsPeople

School of Music Announces Three New Faculty Members

BY

PUBLISHED ON Mar 20 2018

The Butler University School of Music will add three new faculty members beginning in the 2018–2019 academic year, Doug Spaniol, Interim Chair, announced today.

Becky Marsh, a choral music educator who's finishing her doctorate at Michigan State University, is the new Assistant Professor of Choral Music Education.

Brian Weidner, currently a lecturer at Lake Forest (Illinois) College, is the new Assistant Professor of Instrumental Music Education.

Dana Zenobi, a soprano who has taught for the past 10 years at Southwestern University in Georgetown, Texas, is the new full-time Instructor of Voice.

Marsh was a choral music educator in North Carolina for several years as well as the Musical Director of a K-12 youth theatre. She holds a Master of Music in Music Education and a Post-Baccalaureate Certificate in Music Theory from the University of North Carolina at Greensboro, where she taught beginning guitar, supervised student teachers, and assisted in introductory music education, vocal pedagogy, and choral methods courses.

She is currently finishing her dissertation, which examines the intersections of preservice music teachers' identities and their initial field-observation experiences.

Weidner will receive his Ph.D. in Music Education at the Bienen School of Music at Northwestern University. He holds bachelor's degrees in Music Education and English from Illinois State University and master's degrees in Music Education from Northern Illinois University and school leadership from Olivet Nazarene University.

Prior to his studies at Northwestern, he taught for 12 years at McHenry (Illinois) High School, serving as its Fine Arts Coordinator, Director of Bands, and Music Theory Instructor. He is a National Board-certified teacher. His academic interests include investigating the relationship between music and literacy and the development of independent musicianship through large ensemble instruction.

Zenobi has taught Vocal Diction, Vocal Pedagogy, Song Literature and first-year Theory and Ear Training, as well as an interdisciplinary course in Music and Gender Studies. Her studio teaching was nationally recognized in 2014, when The American Prize competition issued her an "Inspiration in Teaching" award.

An active recitalist and concert performer, her work as an interpreter of art song by women composers has garnered both regional and national attention. On the opera stage, she has earned critical acclaim for roles ranging from Mozart heroines Donna Elvira and Konstanze to Verdi's Violetta Valéry. She appeared in the American Premiere of Philip Glass’s Waiting for the Barbarians with Austin Opera, and performed with Lyric Opera Cleveland in the first production of Mark Adamo’s Little Women directed by the composer.

Zenobi created Southwestern University's Sarofim Vocal Competition for high school singers. She also founded BELTA.org, a nonprofit that provides free crowdfunding services and entrepreneurial support to artists and musicians. She holds a dual degree in Music and Women's Studies from Duke University, as well as both an MM and a DMA from The University of Texas at Austin.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

 

 

AcademicsPeople

School of Music Announces Three New Faculty Members

Becky Marsh, Brian Weidner, and Dana Zenobi will join Butler for 2018-2019 school year.

Mar 20 2018 Read more
AcademicsCommunity

Popularity, Success Spark Second IPS/Butler Lab School

BY Rachel Stern

PUBLISHED ON Aug 10 2018

It was never supposed to happen this way.

The goal was one, if that, and that alone seemed daunting, even impossible at times. Starting a school, and not just any school, was the dream for Ena Shelley, Dean of Butler University’s College of Education. But in reality, she couldn’t imagine the pieces coming together.

It was after a sabbatical in Italy in 1998. Between all the pizza, Shelley managed to fall in love with something else. A new style of teaching, the Reggio model, and she vowed to figure out a way to bring it back with her.

The idea of a Lab School was born, but it was very much just an idea, she says.

“I knew I had to change my curriculum, but I didn’t have any schools where my students could actually see what I wanted to do,” Shelley says. “My dream was to have a Lab School in Indianapolis that we could share with the community, but also use to teach Butler students. The dream was never to have two.”

About 20 years after her initial trip to Italy, Shelley’s seeing double. A second Lab School, born out of demand, success, and lots of work, is up and running at 54th Street.

And even though it was never part of the plan, well, it sure seems like it was.

Lab School 55’s campus happens to occupy the school building that is named after Eliza A. Blaker. Named after the founder of Butler’s College of Education. This was a complete coincidence and just happened to be a building that the Indianapolis Public Schools Superintendent said was available and was in close proximity to Butler.

“The community has responded in ways I never anticipated,” Shelley says. “Being asked to open a second one is really an honor. The dream has gone way further than I ever thought it could.”

What is the Lab School?

It’s a couple weeks before school starts and Nicole Kent is talking on the phone, cradling it between her ear and shoulder, while she furiously types an email on her cell phone.

She’s at School 60, the original Lab School. But really, she is itching to get to School 55, the new Lab School. Furniture is about to be delivered and from the sounds of the conversation, there are a few hiccups with the delivery.

Kent, who graduated from Butler’s College of Education, will be the principal at the new Lab School. She used to teach at the original Lab School and was the assistant principal for two years.

That’s not uncommon. Butler graduates tend to flock to the Lab Schools. In fact, at Lab School 60, or the original, 69 percent of teachers graduated from Butler with either a Bachelor’s or a Master’s Degree. At Lab School 55, or the second Lab School, 61 percent of the teachers are Butler grads.

Teachers receive continued professional development from Butler, and the Lab Schools also serve as a classroom to current Butler education students. Some also student teach at the Lab Schools.

But, says Ron Smith, the Lab Schools don’t hire just Butler grads. Smith is the principal at the original Lab School. He says they hire from wherever, but, because the Lab School program is different than a traditional learning environment, they need teachers who are able to teach that style, and, Butler grads are familiar with the Reggio model.

Learning at the Lab Schools is project based. There aren’t a lot of worksheets where students are mindlessly copying things down. The curriculum is teacher created. Art is infused into most classrooms. Inquiry, research, and exploration are the cornerstones of the Lab School curriculum, where there is a bigger picture behind each lesson. It is not about memorizing facts, but rather about communicating and collaborating and acquiring life skills.

“Of course, we want our students to do well on the standards you would find in the state curriculum, but beyond that we want our kids to become life-long learners,” Smith says. “We want them to find joy in learning, we want them to ask questions of their own and to find answers to those questions and projects help us get at that. That helps us get beyond the state curriculum.”

The Lab Schools are magnet schools. Students are chosen by random lottery from all who apply, with preference given to applicants who live nearby, have siblings in the school, and then children of either Butler or IPS employees. 

Lab School 60 has consistently been one of the two most requested elementary schools in Indianapolis since 2012. Students come from Broad Ripple, Butler-Tarkington, Meridian Kessler, to name a few, and the hope is that with a second school, even more of the city will be served.

“As a University, we value being a really good community member,” Shelley says. “We not only want to serve the community, but also learn from the community. We are not separate, but we are better together, and I think we are always striving to fulfill that mission.”

Is it working?

Amy Goldsmith vividly remembers the first time she met Ena Shelley.

Goldsmith was serving on the Indianapolis Public Schools’ Strategic Planning Committee and Shelley was presenting on the concept of the first Lab School. Goldsmith, whose daughter was about to enter kindergarten, was planning on sending her to School 57, but after hearing Shelley speak, everything changed.

“I remember thinking to myself, ‘wow, there really are people who think the same things as me about education,’” says Goldsmith, who lives in Irvington. “I was so excited that Indianapolis was going to have something like that for our community.”

Quickly, Goldsmith changed course and enrolled her daughter in the inaugural year of the first Lab School. And her family hasn’t looked back. She has a seven-year-old, 10-year-old, and 12-year-old who are all in the Lab School.

Prior to Shelley’s presentation, Goldsmith had never heard of Reggio Emilia. After doing some research, and listening to Shelley, she was sold. And now, three kids later, she is the one constantly pitching the Lab School to friends, and really, anyone who will listen.

“It’s hard when you find something you love, you can’t stop talking about it,” Goldsmith says. “I find myself making the sales pitch all the time, maybe too often. People are probably sick of hearing it from me. But I really do mean everything I say.”

And it is not just Goldsmith’s words. The statistics support her pitch.

By the end of second grade each year, about 75 percent of Lab School students are above grade level on the text reading and comprehension assessment. In language arts, the achievement gap between white and black students has been reduced by more than 25 percent.  

There are delegation days at the Lab School where groups from around Indiana, and outside of the state, come to visit and see what’s going on.

“It has been great to get a lot of interest and have the program be so popular,” Kent says. “But at our core we always want to be a place that is representative of our whole city. The second school gives us a chance to enroll more students and serve more students. The goal is to always serve our community as best we can.”

What’s next?

The original Lab School has grown to pre-K through 8th grade. It opened as pre-K through 1st grade and added a grade every year. This is the first year the original is at capacity, which is about 570 students.

The second Lab School opened with pre-K through 6th grade and each year they will add a grade until they have 8th grade. In its inaugural year, School 55 has around 300 students. Last year, about 180 attended the school.

Most families who had children attending School 55 prior to it becoming the Lab School this year decided to keep their kids at the school, Kent says. Of the 180 students that attended the school last year, about 150 are staying.

“I was asked early on, in year two or three, if I thought this was scalable and if we could replicate it and at the time I really didn’t think we could,” Shelley says. “But when I see the community response and the potential we have, I find myself wondering if a third is possible. But that is just me wondering. Right now there is much work to be done and we are just happy to be part of our community.”

 

Media contact:
Rachel Stern
rstern@butler.edu
914-815-5656

AcademicsCommunity

Popularity, Success Spark Second IPS/Butler Lab School

Starting a school, and not just any school, was the dream for Ena Shelley.

Aug 10 2018 Read more
AcademicsStudent LifePeople

Butler Prepares to Say Goodbye to the Class of 2018

BY Peyton Thompson '20

PUBLISHED ON Apr 11 2018

One of the hardest challenges in life is saying goodbye, and as graduation day draws near at Butler, we prepare to send the seniors into adulthood.  

The seniors who will receive their diplomas on May 12 are more than just students. They're mentors and friends who will leave a lasting impact on this campus.

We asked some of the seniors about their Butler experience:

Tyler WidemanSenior basketball player and Human Movement & Health Science Education major Tyler Wideman: “I have a good relationship with my professors and faculty here at Butler. Mainly because everyone here is so easy to talk to and so friendly, it helps out a lot. It has been a great four years. I’d like to thank everyone who has helped me in some type of way to become a better person. I am also thankful for all the friends that I’ve made here and wouldn’t trade it for anything. Go Dawgs!”

Wideman said he hopes to be remembered as a good person, on and off the court.

After graduation: “I plan to play basketball after college, or to get into coaching or any aspect of athletics.”

                                                                        *

Basketball Manager and Human Movement & Health Science Education major Davis Furman: “I think our 2018 class has a strong impact on the campus for years to come. Since we came onto campus, we have endured a lot of changes in this Davis Furmanphysical landscape of campus and in the social aspects. Because of these changes, we have had to adapt a lot and I think we have mentored the younger classes so that they could adapt easier as well. I think the changes that have been made on campus and the students in our class will continue to have a strong impact on the university even after we graduate.          

“I think what I will miss most about Butler is all the different people I have come in contact with and get to see on a regular basis. I don’t think I really realize the amount of people I have bonded with here and that will become a much heavier realization once everyone has moved on to the next chapter of their lives.”     

After graduation: “After college I hope to get into collegiate basketball coaching. It’s always been a dream of mine.”

                                                                        *

Elementary Education major and Butler Dance Team member Emily Loughman: “Coming to Butler was the best choice I have ever made; it has been the best four years of my life! Everyone at Butler is so welcoming and loving, especially in the College Emily Loughmanof Education. Knowing every professor always has my back is a feeling I didn't always have in school growing up and that's what inspired me to become a teacher. I came to Butler for the Education program but I had no idea the impact that the Butler Dance Team, Delta Gamma, all my friends, and opportunities would have on my life forever. Butler has shaped me into the person I am today!”

Emily has also had the opportunity to dance with her younger sister, sophomore Caroline Loughman.

“Dancing with Caroline on BUDT has been a dream come true. While we are very different, we are also very similar. She is my best friend! Having the opportunity to dance with her again was so much fun.”

After graduation: "I plan on finding a teaching job either somewhere in Indy or around the Chicago suburbs where I grew up. I also would LOVE to have the opportunity to be a dance team coach since dance has been my passion since I was 3!”

                                                                        *

Science, Technology, and Society Major Riley Schmidt: “Butler has made me a better student over the last four years because of the challenging, supportive, and dynamic academic environment. The professors have taught me that it is OK to ask for Riley Schmidthelp, a grade does not define you, and how to study more effectively. The small class sizes have allowed me to participate frequently and develop a close relationship with my professors. Because of Butler I have met my lifelong friends and role models who helped me become a person that I am proud of and the best version of myself."

After graduation: "I plan on going to graduate school. It is an 18-month accelerated Master of Science in Nursing program. I hope to work for a couple years in the field and then go back to school to become a Nurse Practitioner.”

                                                                        *

Chaz GabrielSenior Education Major Chaz Gabriel: “Butler has helped me realize what my passions are and how to pursue them. Before Butler I knew I was interested in teaching, but through the COE I realized I’d never be truly happy pursuing another career.”

After graduation: Chaz hopes to work as an elementary school teacher in the Indianapolis area.

                                                        

                                                                        *

Senior Arts Administration major Emmy Cook: “Studying at Butler has definitely ignited my ambitions. The incredible instruction from my professors, the mentor relationships I’ve developed, the professional opportunities I’ve been lucky enough to have Emmy Cookand the leadership experience I’ve gained throughout my undergraduate career all have shaped me to be the person that I am now. Butler helped me to expand on my strengths, explore my goals, refine my personal qualities and skills and become more confident in my ability to succeed. I don’t know that I would feel as competent and ready to enter the workforce or being ‘adulting’ if I hadn’t gone to Butler.”

After graduation: “I’m interested in the more entrepreneurial route after graduation. I’ll be developing my own event planning business, specializing in weddings as well as corporate and social events.”

    

Tips from Seniors to Underclassmen

Davis Furman: “I would definitely advise the younger students at Butler to really savor their time here. As cliché as it sounds, I cannot believe how fast my four years have gone by here. Take in and cherish every moment.”

Emmy Cook: “My biggest tip for underclassmen would be to take full advantage of what Butler has to offer. If there’s a free event in the Reilly Room, go to it! Go see the ballets and plays. If there’s a seminar on financial management or leadership development, attend that seminar. Get outside of Butler, too. Don’t forget that Butler is such a piece of Indianapolis, and there’s a lot happening outside of Butler—be a part of something bigger than yourself and absolutely dive in. Get involved in service and philanthropic efforts, start interning early. Choose to take a few classes that maybe you don’t necessarily need to take, but simply because they sound interesting and you want to learn. In short, show up and do as much as you can do before you graduate, because you won’t have access to this high a volume of experiences and opportunities probably ever again”.

Riley Schmidt:

1. Study smarter, not harder.

2. It’s OK to switch your major. It’s better to figure out what you want to do now rather than later!

3. Get involved, try something new, and then put your time and effort into the organizations you’re most passionate about.

4. STUDY ABROAD! It is the experience of a lifetime packed full of adventure.

Strategic Communications major Sarah Thuet: “Make every moment count. Get involved with something and put your whole heart in it. If you spread yourself too thinly you’ll be exhausted always, but when you find that sweet spot then you get to do what you love and share it with everyone. Also, treat everyone with respect. This campus is full of administrators, professors, staff, and students who truly care about you. Use them to your advantage and someday hopefully you’ll be able to help them in return. Butler is absolutely what you make of it, so make the most of it. These people and this place just might change your life like it did mine.”

AcademicsStudent LifePeople

Butler Prepares to Say Goodbye to the Class of 2018

Graduating seniors share their memories, plans.

Apr 11 2018 Read more
AcademicsPeople

His Approach to Teaching: Learning Starts with Confusion

BY Krisy Force

PUBLISHED ON Apr 09 2018

When Professor of Chemistry Shannon Lieb was in high school, he remembers telling his geometry teacher after class that he didn’t fully understand that day’s lecture. His teacher’s response was, “Learning starts with confusion.”

That statement left an impact on Lieb, so much so that he used it as a foundation for his own teaching for the last 39 years at Butler.

“I’ve always kept that idea in mind, and I’ve added to it as well," said Lieb, who officially retired in December. "Now I tell my students: Learning starts with confusion; those who don’t make mistakes have never tried, and those who keep making mistakes haven’t learned.”

Lieb’s classes, like General Chemistry and Physical Chemistry, are filled with college-level mathematics and science concepts. It is easy to believe students would make mistakes and learn from their confusion. He said it's easy to get confused. For some students, simply turning a table sideways presents a whole new problem if they’ve only been focusing on memorization.

“My primary push is to get students to think about how to approach a problem, not simply fill in the boxes,” he said.

Lieb’s dedication to student learning and understanding has been demonstrated in more ways than just in his classes. He has mentored two Master’s thesis students and 30-plus undergraduate research projects, starting with the origin of the Butler Summer Institute program in the early 1990, and he was the first faculty member in the sciences to incorporate Writing Across the Curriculum in the Physical Chemistry laboratory.

“I found that students who don’t know how to write, their way of expressing mathematics isn’t all that great," he said. "I remember one of my first-year students said to me, ‘Well, sciences aren’t creative.’ She was thinking of writing music, writing plays, etc. But science is the same way. There’s obviously some place at which the path splits, but fundamentally it’s a creative process, whether it’s sciences, mathematics, English literature, or performance.”

Although he's officially retired, Lieb is still hard at work teaching two physics labs and working with a student doing research during the spring 2018 semester.

Lieb said he considers his greatest achievement to be the impact he's had on the education of many students during his years at Butler.

“I am most proud of the successes of students that I have had in class,” he said. “I’ve had the privilege of witnessing students succeed who had all odds stacked against them, and I’ve seen some truly remarkable stories.”

He shared a note from Annie Search ’95, one of his former students, who wrote: “Thanks so much for your never-ending patience, kindness, and sense of humor. I could not have gotten through college without you.” 

Lieb isn’t sure what he’ll do when the semester ends in April when he’s fully retired. Perhaps he’ll work on an old Volkswagen that he drove for a number of years. He's already rebuilt the engine twice. He’ll definitely watch movies with his wife, Sue, work on his carpentry, and continue to volunteer with animal rescue.

Being the continuous learner he is, he’ll find something to keep himself occupied. For now, Lieb is following Snoopy’s advice, which is also the signature line on his emails: “Learn from yesterday. Live for today. Look to tomorrow. Rest this afternoon.”

 

 

 

AcademicsPeople

His Approach to Teaching: Learning Starts with Confusion

Chemistry Professor Shannon Lieb officially retires.

Apr 09 2018 Read more
Chad

Engine of Opportunity

Cindy Conover Dashnaw

from Spring 2018

Why would a man who graduated cum laude with three job offers accept the one that didn’t quite match either of his two Butler University degrees? 

Because this offer came from Google, and “I think I would’ve been kicking myself if I hadn’t taken it,” said Chad Pingel ’16. 

The Des Moines, Iowa, native hasn’t allowed himself many chances to kick himself for passing up opportunities in his life—or for failing to make the most of them. And though he earned degrees in Finance and Marketing with an Ethics minor, Pingel may have found his activities outside Butler’s classrooms the most educational. 

“I was interested in forming relationships with folks who had unique and varied experiences. One of the core pieces to my time at Butler was how the campus fostered relationships from chance encounters and random experiences.” 

Effective keywords 

Taking his parents’ lifelong advice to always make the most of the chances he’s given, Pingel quickly became a Student Ambassador and a member of the Student Government Association, eventually becoming Student Body President. 

“Being in SGA was the perfect opportunity to serve as a liaison between groups. We were hearing students’ concerns directly and then championing them to staff, faculty, and administration,” he said. “Some of my proudest accomplishments happened in SGA.” Chad Pingel at Google

Pingel led initiatives to persuade IndyGo to reroute city buses through campus, and to court student input and buy-in around plans for new student residences. 

“The plans were a bit of a shift in perspective for students who had lived in Ross Hall, like I did, and we didn’t want to lose the community feeling we had created there,” he said. 

Intelligent search 

Pingel threw himself into the Lacy School of Business with the same sense of purpose. He cites three specific sources of the business mentality and work ethic he took to Google: The Real Business Experience (RBE), a financial portfolio management class, and the Butler Business Consulting Group (BBCG). 

RBE teaches students how to finance and market a project, take informed risks, and manage a real business “just like out in the real world.” In the financial portfolio management class, Pingel and his team were allowed to invest and manage $2 million of the University’s endowment money. (They finished 80 basis points up.) 

“I knew I was interested in assessing companies and the quality of an investment, but we got to go beyond that and develop higher-level skills by looking at overall business values,” he said. 

Finally, Pingel said joining the BBCG was “one of the most exciting and valuable chances of my life. We got to help the NCAA better align their internal feedback and approach to setting goals. It was a dream project.” 

Then came a job at one of the most successful companies in the world. 

Results returned 

Google receives two million resumes every year. Pingel’s first position was in Human Resources, diving into that enormous stack of candidates to recruit for finance positions. Itching to get back to actual Finance a year later, he became a Finance Automation System Administrator, the position he holds today. 

Though he said Google is such a leader in automation that no university could have fully prepared him for what he’s doing now, Pingel said he left Butler knowing how to assess information and maintain a work-life balance. 

“I learned a lot about professional life, but also how to show yourself as someone who can have fun and relate to people,” he said. “And professors like Dr. Paul Valliere taught me the importance of staying intellectually curious. The ability to think creatively helps me every day—at Google and in life.” 

Giving Back by Giving Chances 

Working at Google in California puts Chad Pingel ’16 far from his Iowa family and his Butler family, too. He decided to stay connected and give back to the University by funding the Pingel Family Scholarship. 

“I created a scholarship in my family’s name because I recognize all the sacrifices my parents made to put themselves through school. They worked two and three jobs, and I am so lucky that I could attend a great school like Butler without having to worry about finances,” he said. “Now, I get to give a similar chance to another student every year that could make the difference for them being able to attend Butler’s business school.”

Chad
AcademicsGivingPeople

Engine of Opportunity

Why would a man who graduated cum laude with three job offers accept the one that didn’t quite match either of his two Butler University degrees? 

by Cindy Conover Dashnaw

from Spring 2018

Read more
Academics

At Clowes Hall, Lugar and Hamilton Discuss Civility

BY

PUBLISHED ON Nov 14 2017

Former U.S. Senator Richard Lugar and former U.S. Representative Lee Hamilton come from opposite political parties, but they came together at Clowes Memorial Hall to express the importance of civility in politics and in society.

Speaking in front of about 700 people November 13, as part of Butler University’s Celebration of Diversity Distinguished Lecture Series, the two political leaders agreed that you can’t get much done in an uncivil atmosphere.

Lugar, a Republican, told a story about serving on the Senate Foreign Relations Committee and how the chair, whether a Republican or Democrat, strived for a unanimous vote.

“The rest of the world was looking at the committee to come up with a 19-0 vote, not a 10-9 vote,” Lugar said. “If we came to a 19-0, the rest of the world would know that we meant business.”

Reaching a 19-0 vote “would take time and require a lot of civility,” he said.

Hamilton, a Democrat, reminded the audience about the way former President Ronald Reagan and former Speaker of the House Tip O’Neill used humor to diffuse tense situations.

“The level of discourse every now and then would become intense as you discussed difficult problems, but I do not ever recall the meetings becoming uncivil,” he said.

Hamilton said Reagan’s modus operandi would be to hand you a jar of jellybeans and ask you to pick one out. Then he’d psychoanalyze you based on the color you picked.

O’Neill, meanwhile, always told an Irish story.

“They both had a marvelous human touch, and they always tried to end a meeting with a touch of lightness,” Hamilton said.

This was the second event in the 2017-2018 Diversity Lecture Series. The series kicked off in October with David “Olmeca” Barragan, a bilingual hip-hop artist and producer. Rev. Dr. Jamie Washington will present “Diversity and Leadership in the 21st Century” on January 24. Doris Kearns Goodwin, a world-renowned presidential historian, will present “Where Do We Go from Here: Leadership in Turbulent Times” on February 12. Ellen Hume, a veteran teacher, journalist and civic activist, concludes the series with “Media and Politics: Finding a Useful Path” on March 6.

At this lecture, Lugar, the longest-serving member of Congress in Indiana history (1976-2012), and Hamilton, who served in the U.S. House of Representatives from 1965-1999, were joined onstage by Ivy Tech President and former Lieutenant Governor Sue Ellspermann, who served as moderator. When Ellspermann asked the audience whether people came to the event because they thought today’s political atmosphere was uncivil, most of the audience members raised their hands.

Hamilton said sometimes problems are insurmountable, but ultimately, you’ve got to be pragmatic.

“I think the greatest political skill that’s needed today is the skill to build a consensus behind the remedy for a problem,” he said. “It’s very easy to go into a room where you have disparate opinions and blow it apart…. What’s really hard is to go into a room where you have disparate opinions and bring people together.”

Lugar said the public can help the process by learning public speaking and how to frame an argument concisely. He suggested that students write for their school newspaper and participate in debate.

“Civility requires preparation,” he said. “Economy with use of language as opposed to babbling on and on and on.”

Hamilton said the public needs to hold public officials accountable.

“Some of those people who claim to be the most bipartisan have a 99 or 98 percent record of support for their party,” he said. “Now, come on. Hold them accountable. That’s your job.”

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

Academics

At Clowes Hall, Lugar and Hamilton Discuss Civility

Former U.S. Senator Richard Lugar and former U.S. Representative Lee Hamilton come from opposite political parties, but they came together at Clowes Memorial Hall to express the importance of civility in politics and in society.

Nov 14 2017 Read more
AcademicsPeople

Retailing's Loss Was Biology's Gain

BY

PUBLISHED ON Apr 23 2018

After he graduated from University of the South with an undergraduate degree in biology, Tom Dolan was unsure what to do next. His roommate's father helped him get a job at Davison's, an Atlanta department store owned by Macy's, and from 1973 to 1977 he moved up the ranks in management.

The money was good, but the hours were brutal. From mid-October to Christmas, Thanksgiving was his only day off, and 16-hour days were common.

Dolan's father used to tell him that you can either do something you like or make a lot of money. Or, if you're lucky, you can make a lot of money and do something you like.

"I was making a lot of money, but it was a killer job," Dolan said. So he chose the other option: "I'm going to do something I like."

He chose to go back to school at the University of Georgia and study botany. And now, four decades after making that decision and 33 years after he joined the Butler Biology faculty, he is retiring.

*

The decision to go back to school was easy. Getting accepted to graduate school was a different matter. Dolan, who grew up outside Chicago in Geneva, Illinois, had been out of college for six years when he applied to Georgia. The pharmacy school told him no. Botany, which was an up-and-coming program, invited him for an interview.

He remembers the head of the committee asking, "So what makes you think you can handle graduate school based on what you've been doing for the last six years?" Dolan responded, "I just walked away from managing a store that did $15 million a year in sales and had 100 people working for me. I know how to do things. I know how to get things done. I was a biology major. I would really like to do botany. I think I'll be fine."

Two weeks later, he received a letter saying he would not be admitted regular status, but if he wanted to take classes as a non-classified post-graduate, he could do that. Essentially, they wanted proof that he could succeed—and they wanted him to spend his own money to prove it.

Challenge accepted. The first quarter, he did well in all three classes. His Cell Biology professor—who was the department chair—offered him "regular status" admission and a teaching assistantship.

"It turned out that I liked teaching," Dolan said, "and it turned out that I was pretty good at it, based on the response that I got from people who were in the class and the people who were supervising the teaching assistants."

He finished his doctorate at Georgia (where he met his wife, Becky, who also earned her doctorate from the University of Georgia) and went on to a post-doctoral fellowship in plant pathology at the University of California, Riverside.

When the time came to find a full-time job, Dolan answered an ad for a Visiting Assistant Professor at Butler. He took the one-year assignment and then won the full-time, tenure-track position after that.

At the same time, Becky was hired at the Holcomb Research Institute (HRI) and Friesner Herbarium. When HRI folded, College of Liberal Arts and Sciences Dean Paul Yu transferred her staff position to the Department of Biological Sciences. For more than 30 years, she has been Director of the Friesner Herbarium, a systematic collection of over 100,000 dried, pressed and preserved plant specimens. 

"Becky was able to carve out a niche and has turned out to be very successful—as an academic, more successful than me," Dolan said. "She's had a much bigger imprint on the institution than I'll ever have."

*

In the 1990s, Dolan served as Chair of the Biological Sciences Department. Stuart Glennan, Associate Dean in the College of Arts and Sciences, said Dolan's appointment came "at a very crucial time for the department. Probably most importantly, he oversaw the hiring and mentoring of the current generation of leadership in the department, and managed it during a time in which its student population expanded considerably."

Dolan said that during his 33 years at Butler, he saw the University grow in stature and size. The constant, he said, has been the quality of the students.

"We always had good students," he said. "Now we have more of them. Some of the students I've had contact with would bowl you over. That's always been the case. Virtually every semester, every class has two, three, four, five students who just knock your socks off."

Michael Hole was one of those.

"Professor Dolan was the first person I met at Butler," Hole said via email from Texas, where he is now a pediatrician and social entrepreneur at the University of Texas at Austin's Dell Medical School. "From that moment, he used his brilliant mind, big heart, and humor to make learning fun and meaningful. A treasured mentor and friend, he oozed the Butler Way. There’s no doubt his legacy lives on in countless Bulldogs.

*

In retirement, he and Becky plan to spend most of the year living in a house they built on St. George Island, a pristine and quiet locale in the Florida panhandle. The Apalachicola Natural Forest is across the way, and for 30 miles west, 45 miles east, and 60 miles deep, there's nothing but state and national forest. Some, he said, consider it the No. 1 biological hotspot in North America.

Across the bridge from their island is the new Apalachicola National Estuarine Research Reserve, so they'll be a short drive from scientific research, natural resource management, and environmental education. The Dolans also are thinking about ways to enhance science programming at the local high school, and Tom said Becky may well do some science writing.

"The punch line is that I really don't know," he said. "The other side of that is, I'm really not worried about it. But I'm definitely not going to just put my feet up, read, fish, and run kayaks—although that's a temptation."

 

Media contact:
Marc Allan MFA '18
mallan@butler.edu
317-940-9822

 

 

 

AcademicsPeople

Retailing's Loss Was Biology's Gain

Professor Tom Dolan, who worked for Macy's for several years out of college, found his passion in botany. Now, after 33 years at Butler, he has retired.

Apr 23 2018 Read more
AcademicsStudent Life

Archaeology Mobile Lab Brings History to Life

BY Jackson Borman '20

PUBLISHED ON Mar 27 2018

When you walk into Dr. Lynne Kvapil’s office in Jordan Hall, you'll likely see a binder full of ancient Greek and Roman coins, a ceramic bowl or two, and stacks and stacks of other artifacts and replicas. And she will gladly show you any of them.

Kvapil is an Assistant Professor of Classics at Butler, as well as a practicing archaeologist. These items are all a part of the Ancient Mediterranean Cultures and Archaeology Mobile Lab, of which Kvapil is a director, along with Associate Professor of Classics, Chris Bungard.

“We have a bunch of stuff, and the goal is for students to get their hands on things,” Kvapil said. “Short term, we want to get these materials in more classes at Butler. I think the long term is to get them into the Indianapolis area, to really create a network of people in the Indianapolis area who want to see these resources coming in and out.”

The lab’s extensive collection is made up of materials that are relevant to the ancient world, specifically Greece and Rome, but there are some items that branch out around the Mediterranean as well, such as reproductions of Egyptian papyrus.

The lab operates as a collection, through which items can be loaned out to classrooms at Butler or kindergarten-through-high school classrooms in the Indianapolis area. Kvapil said that the primary purpose of the lab is to provide a way of learning that is different from a traditional classroom, but also to provide materials for possible research opportunities.

The lab started in fall 2015, financed by a Butler Innovation Fund grant, but they had only a year to spend the money. Most of the first year was shopping around to see what materials were out there for purchase.

Since the shopping has been completed, Kvapil said that the majority of the work to be done with the lab is regarding what to do about their loan policy.

“We are still trying to figure out things like what do we do if we loan out a cup and someone trashes it, how do we replace that and what is our legal policy there,” Kvapil said. “These are some nitty-gritty things that take some time to hash out.”

Because the lab has accumulated so many artifacts and other materials, there is always more work to be done. Kvapil employs two student-interns every year to help with the organization and curation of the lab.

“The interns really make this place run,” Kvapil said. “We want to always spotlight Butler students and what they are doing. I think it is really important to make sure that the people that work with us get some publicity.”

Wendy Vencel '20 has been an intern with the lab for the last two years. She is also the president of the Classics Club. Besides working to help keep the lab running smoothly, Vencel has been trying to use the lab to help plan events with the Classics Club as well.

“We are really trying to work with it to engage with the lab because it really is the perfect opportunity, at least in the Butler community,” Vencel said.

This year, the interns started a WordPress blog that contains an electronic flipbook of all of the materials that the lab has in stock, as well as an Instagram page with photos of items. Audrey Crippin, a P3 Pharmacy major, made the flipbook. They set up a pop-up museum in the on-campus Starbucks during Dawg Days, where Butler-bound students could experience a mock archaeological dig, in an attempt to showcase some of what the Classics Department has to offer.

Vencel said that experiences like the mock dig are important to her because similar experiences made her first years at Butler memorable.

“What got me into classics was when Dr. Kvapil came and talked to an Anthropology class that I was in, and I was like, ‘Oh my gosh there is an archaeologist here,’” Vencel said. “It was super cool and I didn’t know Butler had that to offer. During my sophomore year, I took Kvapil’s Greek art and myth class and I’ve been here ever since.”

Kvapil said that the best way for students to get involved with the lab is by applying to be an intern for next year, or by joining the Classics Club. Another option is simply by taking classes that can make use of the lab.

“People are really shy about being interested in that kind of thing," Kvapil said, "but we also promote them to take classes, not just in the Classics Department, but there are a lot of classes in the History and Anthropology Department, as well as Philosophy and Religion, that are involved with this kind of idea that the past can be alive through things.”

 

 

 

AcademicsStudent Life

Archaeology Mobile Lab Brings History to Life

Faculty and students work together to curate a collection of artifacts and replicas.

Mar 27 2018 Read more
AcademicsArts & Culture

Critics Called It One of the Best Books of 2017

BY

PUBLISHED ON Mar 29 2018

 

The news came in an email at 6:00 AM on December 22. The subject line: "New York Times!"

 

The recipient: Butler Poet-in-Residence Alessandra Lynch. The sender: Kaveh Akbar MFA '15, who now teaches poetry at Purdue.

Inside was this link, but no message. And Lynch thought, "Good ol' Kaveh. Yet again, someone has recognized his prodigious gifts."

She clicked on the link and saw the cover of her new book Daylily Called It a Dangerous Moment under the headline "The Best Poetry of 2017." Along with it was this summation by David Orr, who writes the On Poetry column for The New York Times Book Review:

Alessandra Lynch, “Daylily Called It a Dangerous Moment.” You can read 20 pages into Lynch’s book before you fully realize it’s about a sexual assault — and this is to her credit. She wants to show an act of violence in all its terrible particularity and also in the way it becomes a background against which identity trembles and sometimes fractures. It’s difficult to read this collection without thinking about how timely it is, but its force is in no sense dependent on that congruity.

"I gasped," Lynch said. "It felt, and still feels, so surreal. Unreal. I don't know how David Orr found the book. He must receive thousands of books to review. So what was it about this book? I have no idea."

That was just the beginning. About six weeks later, Lynch got a call from The Los Angeles Times informing her that her book was a finalist for the LA Times Book Prize in Poetry. She'll be flown to California to participate in the newspaper's April 21-22 Festival of Books.

"I don't have experience like this," Lynch said. "From the time I was 9, I was just in my room, writing my poems. Then eventually I had enough poems and it dawned on me that I really wanted to make a book from them. For me, writing has always been a solitary, private situation. The public nature of publication and awards, while often nice, is very, sometimes chillingly, distant from the making and the life, the vitality of the poems."

*

As Orr wrote in The New York Times, Daylily Called It a Dangerous Moment is, in fact, about a sexual assault—Lynch's. The attack happened a couple of decades ago.

She didn't report the incident and for years told no one.

"I think I was in an extreme state of shock," she said. "I didn't even realize for years that I had some sort of PTSD. I wouldn't have ever said that I had that. That's what soldiers at war have. But clearly the disassociation and distance from what had happened are hallmarks of this. For years I moved around in a daze. And it's all over those poems."

In 2005, during a two-month stay at Yaddo, an artists' retreat in Saratoga Springs, New York, Lynch developed a routine—eat some blueberries and go for a run through the woods. As she ran, a line or two would come to her. When she got back to her studio, she would type "meditation," along with that line or two. There were meditations on the body, on absence, on abandonment, on desire. She wrote about a hundred, numbering each. She wasn't thinking about publishing or even sharing them.

"It just felt like such a sacred experience," she said. "I felt very in tune with those words."

In 2007, during a second stay at Yaddo, she followed a similar routine, but typed "agitation" at the top of each page. The “agitations” that surfaced became poems more directly about the assault.

After a few years, ready to share the poems and thinking she had two separate manuscripts, her husband, Butler Associate Professor of English and poet Chris Forhan, suggested that the agitations and meditations might belong together in a book.

Lynch devised a sequence for the poems, then showed the collection to another poet-friend who suggested that she move one of the more overt assault poems to the beginning. "I was thinking, 'I can't do that,'" she said. "That would be shocking. But he was right. And then I realized I was creating a narrative out of these highly lyrical poems. I was finally telling the story. I was finally facing the violence I had experienced through poetry."

Then, in 2015, during a two-week fellowship at The MacDowell Colony in Peterborough, New Hampshire—and after Alice James Books had already accepted Daylily for publication—Lynch wrote a final poem, "P.S. Assault." That "made the book fuller and more substantial."

The poem begins:

The girl it happens to
crawls out

of my body

"There are some really excruciatingly dark, excruciatingly personal moments in the book, and yet I think because it's poetry, there's so much metaphor and imagery," Lynch said. "It's not a direct report of what happened, and there's a meandering in and out of consciousness—a disassociated state, but a really beautiful state, a really comforting state. And the wandering out helps me and anyone who reads this book understand that the shock of it, the stun of it, makes you feel almost as though it didn't really happen to you."

Lynch took the book title Daylily Called It a Dangerous Moment from the first line of one of the poems. A daylily flower carries a lot of time symbolism and implication, Lynch said, and daylily, in this case, was witness to "the fact that at some point I realized I had experienced a dangerous moment in my life."

She chose the cover painting, Time, by Metka Krašovec, wife of Slovenian poet Tomaž Šalamun, for the traumatized look in the woman's eyes. "There's a wariness, there's a deep sorrow, an unsettledness and an unnerved quality to the eyes," she said. "But the figure itself is still. It's almost like paralysis. Plus there's a bird on her hand looking at her, but she's not paying attention to the bird. And there's a hand on her shoulder, which is ominous."

*

This is Lynch's third published book of poems, but she's been writing poetry and putting together books since she was a little girl in Pound Ridge, New York. She remembers her first-grade teacher announcing that the class would be working together on a journal and asking, "Who's going to write the poetry?" When no one spoke up, she volunteered.

She recalls her mother saying, "If you want to do anything well, you have to practice it." She took those words to heart and started to write every day. She still does.

In teaching poetry and memoir writing at Butler, she asks her students to reveal what is most important to them, what has hurt them most, what has made them feel most joyful—"those deeper feelings we don't often get the opportunity to share, but when we do share make us feel known."

"I think in some subconscious way, teachers teach what they want to learn," she said. "After all these years of having my terrific, brave students reveal all these things to me, I think that actually helped me."

Lynch said Daylily was cathartic to write. She hopes it will help others who've been through trauma. And she has no expectations about winning the Los Angeles Times Book Prize, for which she's competing against Shane McCrae, Evie Shockley, Patricia Smith, and David Wojahn.

She said she looks at their biographies and long lists of accomplishments, then looks at her own, which says she "lives with her husband and sons by a stony creek, two hackberry trees, and a magnolia trio."

"It's as though there are all these better-known poets up on the stage and I'm like a piece of pollen that drifts up," she said. "And there I am. I feel like pollen. But pollen's not a bad thing to feel like."

 

 

Media contact:
Marc Allan MFA '18
mallan@butler.edu
317-940-9822

 

AcademicsArts & Culture

Critics Called It One of the Best Books of 2017

'Daylily Called It a Dangerous Moment,' Poet-in-Residence Alessandra Lynch's new book, is being praised from coast to coast.

Mar 29 2018 Read more
AcademicsCommunity

Kenzie Academy, Butler University Executive Education Partner to Accelerate Tech Careers

BY

PUBLISHED ON Jun 20 2018

Kenzie Academy, an Indianapolis-based education and apprenticeship program that develops modern tech workers, and Butler University, a private liberal arts and professional education institution with a 160-year history of leading innovation in higher education, today announced a strategic partnership to offer a new model of education to the next generation of technology professionals. Through this innovative partnership, all Kenzie Academy graduates will receive a joint Kenzie Academy and Butler Executive Education certificate at the completion of the Kenzie Academy Front-End Web Development, Full-Stack Web Development, and Software Engineering programs.

The Kenzie-Butler certificate offers a new educational model with a path to employment to a wide range of Hoosiers looking for alternatives to a traditional, four-year college education. Kenzie’s programs are designed to be less expensive and less time-intensive than a four-year degree. By blending elements of traditional college with immersive learning and paid work, individuals from all different backgrounds, including recent high school graduates, those re-entering the workforce, and those looking to shift careers, will have the opportunity to gain education and work experience in high-demand, technical fields. Butler is adding Kenzie’s program to its offerings through its Executive Education program.

“We took notice of Kenzie Academy as soon as it appeared in Indiana,” said Jim Danko, President of Butler University. “The dynamics in higher education today require universities to think beyond the traditional models of the past century. Participating in a new model of education with Kenzie Academy, which is reimagining the way learning is delivered, will extend the market Butler currently serves beyond the traditional four-year residential undergraduate student. Butler University is excited to expand the way we serve the high-growth, high-energy technology community in Indianapolis and the greater Midwest alongside Kenzie Academy.”

Kenzie Academy, a college alternative, offers courses in Front-End Web Development (six months), Full-Stack Web Development (one year), and Software Engineering (two years). Kenzie’s career track programs combine paid apprenticeship work and immersive learning, closing the gap between learning and working. The software development courses cover modern programming languages and the most relevant computer science concepts. Students meet and network with local and national tech leaders, and are provided with one-on-one mentorship. Through Kenzie Studios, Kenzie Academy’s consulting arm, students complete real-world consulting projects for industry clients and are paid for their work. Students can use an Income Share Agreement (ISA) in place of tuition to finance their training at Kenzie, making the program accessible to people without the financial means to pay tuition up front.

“We feel Butler University is the perfect partner for Kenzie, and we’re proud to jointly offer a new type of learning model to the market. Kenzie’s unique approach to developing students who are knowledgeable in the latest technical competencies combined with Butler Executive Education’s proven success in developing workforce leaders creates a powerful solution for producing the talent critically needed by employers,” said William Gulley, Executive Director of Butler Executive Education.

Through the partnership with Butler Executive Education, Kenzie students will have the opportunity to develop skills in areas frequently noted by employers as critical to an individual’s overall success, including communication, problem-solving, change management and basic business acumen. These educational opportunities will be developed and delivered in the form of micro-credentials, allowing students to create a personalized curriculum, and additional certification, in the areas that complement Kenzie’s curriculum and are aligned with a student’s personal interest, capability and future career path.

“We can’t think of a better institution than Butler University to launch this first university partnership,” said Chok Leang Ooi, co-founder and CEO of Kenzie Academy. “Butler has a strong history of doing things differently. We’re excited to bring our innovative institutions together to level the playing field for anyone who wants a first-class education and a chance to be part of the tech ecosystem in Indiana.”

 

Media contact:
Rachel Stern
rstern@butler.edu
317-940-9257

AcademicsCommunity

Kenzie Academy, Butler University Executive Education Partner to Accelerate Tech Careers

Students completing the Kenzie program will receive a joint certificate from Kenzie Academy and Butler Executive Education.

Jun 20 2018 Read more
AcademicsPeople

He Hasn't Been Everywhere, But It's On His List

BY

PUBLISHED ON Apr 30 2018

Professor Greg Osland received his first taste of learning about cultures of the world when he completed a study abroad trip to Mexico while completing his undergraduate degree. Since then, Osland has visited 40 countries and spent at least six years of his adult life living abroad. He may be retiring from teaching full-time, but his sense of adventure and his thirst for knowledge about cultures beyond his own will still be hard at work.

“I don’t view retirement as slowing down but rather doing a different set of things,” he said.

Osland already has booked four flights for next year. These include a trip to Colorado to visit family, a family trip to New England, a flight to Atlanta to present at an academic conference, and a two-week trip to Uganda to help with a few economic development projects.

Most of his upcoming trips are for personal or pro-bono consulting travel, something Osland hasn’t typically done. The majority of his time spent abroad has been for work or research. Prior to earning his Ph.D. at Michigan State University, he spent three years in China working for a business consulting company developing and delivering Executive Education programs. This experience was part of the reason he pursued a Ph.D. in International Marketing.

Professor Dick Fetter, a friend and colleague of Osland’s for 25 years, said that when they hired Osland in 1993, international business was a relatively new concept in business schools.

“Greg has really brought a global perspective not just to the classroom, but to the campus as well,” Fetter said.

*

Although known as the "China expert” across campus, Osland has developed interests, over time, in other parts of the world, particularly Latin America. In 2007, he and a few other colleagues helped to develop a course as part of the core curriculum titled “Frontiers in Latin America.”

“I’ve enjoyed teaching that course because it integrates a number of disciplines and I’m a little more eclectic than just marketing,” Osland said. “It allows me to do some other things with other elements of learning.”

Fetter confirmed Osland’s view of himself when he recounted the time Osland came to him in early 2000s asking to take his sabbatical with his family to learn the Spanish language in Mexico.

Fetter, dean of the College of Business at the time, was a bit taken aback.

“I barely have conquered the English language,” Fetter joked. “And here Greg had conquered the country of China and the Mandarin language and now he was ready to move on to another language in a different part of the world.”

Fetter was impressed. Osland did two more sabbaticals abroad, one in Costa Rica and the other in Panama.

Osland’s newfound excitement for Latin America has been passed on to his students as well—especially one. Alicia Helfrich ’16 was one of Osland’s advisees and students, and she can vividly recount Osland’s impact on her understanding of the world, and ultimately her interest in working in Latin America.

When she was deciding between studying abroad in Spain or Chile, Osland recommended Chile because of his own experiences there.

“After some debate, I decided to take his advice and can say it was one the best decisions I have ever made,” Helfrich said. “I had a life-altering experience in Chile, gained fluency, and returned with a mission to work in the region again post-graduation.”

Now, Helfrich works for a non-profit in Guatemala City. If it wasn’t for Osland’s guidance to study abroad, she says she wouldn’t be in her current role or discovered some of her greatest passions.

*

Beyond Osland’s travels, he and his wife, Joyce, have been heavily involved with not-for-profit organizations, both locally and all over the world. Osland even started his own 501(c)(3) when he was living in Noblesville, titled Project Eden.

The organization’s mission is to “reconnect people with the creation, and to restore broken ecosystems,” Osland said. Ultimately the non-profit aims to reconnect people with nature through gardening, nature hikes, planting trees, and ecological restoration projects. Grace Church now carries out all Project Eden's initiatives.

In retirement Osland plans to continue volunteering with various organizations; spend time with his parents and three daughters, Katie, Beth, and Dianne; stay connected to Butler by teaching a class every now and again; doing Executive Education; or maybe even administrative work.

Plus, he loves Butler basketball, has season tickets, and loves walking to the games with his wife.

“There are a lot of opportunities to continue to engage with Butler,” he said.

Although Osland retired as a Professor of Marketing at the end of May, he has continued on as a full-time part of the faculty and staff of the LSB.  On June 1 he began a new role as the LSB Director of Assessment of Learning (AOL), while also engaging with the School as Professor Emeritus of Marketing.  He looks forward to working with the faculty and administration to help develop an AOL process that will be useful, manageable, and sustainable in enhancing student learning and improving our programs.

 

Media contact:
Krisy Force
kforce@butler.edu
317-940-6842

AcademicsPeople

He Hasn't Been Everywhere, But It's On His List

Professor Greg Osland, who has been to 40 countries, will remain on the go in retirement.

Apr 30 2018 Read more
AcademicsStudent Life

Butler's Undergraduate Research Conference Turns 30

BY

PUBLISHED ON Apr 03 2018

After footing the bill to send two students to present papers at an undergraduate research conference in the south, Butler Biology Professor Jim Berry decided that the university needed to host its own event.

He founded the Butler Undergraduate Research Conference (URC) in 1989 "to encourage undergraduate students to become involved in research," he wrote in the program. "We believe that the best way to teach science is by actually doing science. Only through the actual process of asking questions and solving problems can one become experienced in the methods of science."

Today, Berry's creation is stronger than ever: On April 13, from 8:00 AM to 4:15 PM, Butler will welcome 896 participants from 23 states to present their work at the 30th annual URC.

Berry, now Professor Emeritus, will be recognized at the luncheon, and Major Matthew Riley '01 will deliver the keynote address. Riley is Department Chief at the U.S. Army Medical Research Institute of Infectious Diseases, the Department of Defense’s lead laboratory for medical biological defense research. 

In its first year, the URC that Berry created included 171 participants in five disciplines—Biology, Chemistry, Physics, Engineering, and Social Science—all of whom were from Indiana. The next year, Music Professor Jim Briscoe ushered in Music and Arts.

This year's conference will feature presentations in 25 disciplines. Topics this year will be as varied as "Manufacturing: An Uncertain Future," "Beyond Godzilla: Reflections of National Identity in Japanese Horror Films," and "Can You Outsmart the ImPACT Test? A Study of Sandbagging on Baseline Concussion Assessments."

"Because of Jim Berry's hard work—and the hard work of other folks—we're now one of the largest undergraduate research conferences in the nation," said Dacia Charlesworth, Butler's Director of Undergraduate Research and Prestigious Scholarships.

Under Charlesworth's guidance, the URC has added research roundtables that allow students just embarking on their research projects to share their plans with experienced professionals and receive feedback and a competitive-paper division. This year, 28 students submitted competitive papers.

The Butler Collegian interviewed Berry about the URC in 1995. He described the conference then as "a district version of the big national conferences you always hear about. We’ve just brought it closer to home so that more students can take part.”

Charlesworth said that with 79 colleges and universities participating, the conference has expanded beyond what anyone expected.

"I'm happy we're continuing Jim’s mission," she said. "At the heart of it, we're still fulfilling his original intention: Helping students understand research by conducting research."

 

Media contact:
Marc Allan MFA '18
mallan@butler.edu
317-940-9822

AcademicsStudent Life

Butler's Undergraduate Research Conference Turns 30

The URC has grown from 171 participants in 1989 to nearly 900 this year.

Apr 03 2018 Read more

What's Out There

Marc D. Allan MFA ’18

from Spring 2018

While the beams go up on the new Lacy School of Business, faculty and students in the old building are busily constructing new curriculum to go with it.

They’ve built two student-run businesses—an insurance company and a marketing/communications firm—designed to work with clients and eventually become profitable. What they’re doing, Dean Steve Standifird said, “is the kind of thing you can’t teach in a classroom.”

“The term we use is ‘intense experiential education,’” he said. “One of our goals in the School of Business is to be the premier experiential-oriented business program in the country. This is a key component of that.”

FIRST OF ITS KIND—STUDENT ENTREPRENEURSZach Finn

The MJ Student-Run Insurance Company, known in industry parlance as a “captive,” is the first of its kind for a university. The company insures Butler programs and items including the live mascot Butler Blue III, rare books, artwork, and the telescope at the Holcomb Observatory. Students learn how to write the insurance policy and what the coverage terms will be, and they’re figuring out how to finance the company. In doing so, they will be able to apply their risk-management expertise in accounting, investments, and numerous other areas.

Zach Finn, the Clinical Professor and Director of the Davey Risk Management and Insurance Program, said the idea behind the internal insurance company is to give students hands-on experience and prepare them for an industry that anticipates needing 400,000 new employees by 2022.

The captive opened August 1, 2017. Finn said they spent the first semester “building the bridge between implementation and operation.” In spring 2018, the captive team worked on a variety of tasks, including putting together the insurance package it’s selling to Butler to cover the Butler University Police Department’s bomb-sniffing dog Marcus, Trip’s bejeweled collar, and more.

In addition, the captive team has been asked to inventory the University’s $3.9 million worth of pianos. That means they’ll photograph each instrument, identify their location on the campus map, determine their condition, and evaluate whether where they’re situated makes them more susceptible to damage.

“We’re going to be learning a lot about pianos over the course of the semester,” Finn said. 

They also will work to substantiate the value of Butler’s dogs, confirm the transition plan for Blue IV, and develop a policy in the event that Marcus were to be killed in the line of duty.

Derek DeKoning ’18Derek DeKoning ’18, the captive’s CEO and Co-Founder, said he’s learned an incredible amount about the industry in which he plans to work—nitty-gritty, behind-the-scenes kinds of things such as conforming with regulatory requirements, and the importance of regular and ongoing communication. 

“It has taught me how to conduct myself in a professional manner and maintain regular communications with all the parties involved,” said DeKoning, who came to Butler from Atlanta, Georgia. “It has helped my project and time management skills. I believe that these soft skills will assist me in the early days of my career.” 

BRIGHT BLUE MARKETING AND PR FIRM: REAL WORLD AND STUDENT RUN 

Another of the captive’s missions was to help increase the social media presence for Marcus. For that, it turned to Bright Blue, the Lacy School of Business’ student-run marketing/PR firm. Bright Blue, which started operations in spring 2017, is a partnership between the business school and the College of Communication. 

Standifird brought in Joe Ellsworth, who was a Principal in a marketing/communications agency for 30 years in the Evansville area, to serve as Program Director. Ellsworth said Bright Blue has been set up to be as much like a real-world agency as possible. 

Student-employees—they are paid—are contributing members of the team. They’re expected to do high-level work that makes the clients happy and, ultimately, turn a profit, EllswLeanna Kerbs ’19orth said. 

Allyson Marks ’18, a Marketing major with minors in Spanish, Strategic Communication, and Art + Design, joined Bright Blue in fall 2017 and moved up from Writer to Communication Specialist. She said one of their most noteworthy clients was an adoption agency that wanted to find more birth mothers looking to put their child up for adoption. (Bright Blue signs a non-disclosure agreement with its clients.) 

The Bright Blue team did a brand audit, determining what the adoption agency was, what it stood for, and how it could differentiate itself from other agencies. They created some key messages based on what this adoption agency offered that others didn’t (personal service) as well as a strategic communications plan that targeted birth mothers with brochures, social media, and a website. 

In other words, Marks said, Bright Blue did what a professional agency would, but at a fraction of the cost. Bright Blue has also worked with a manufacturing company, a tech company, a bio-healthcare company, and two independent consultants, she said. It’s given the participating students the opportunity to work as a professional team, develop strategies, and find solutions. 

“It’s a lot more than students usually get to do in an internship because you’re usually helping on someone else’s project,” said Marks, who’s from the Peoria, Illinois, area. “But on this, we were creating our own projects. That was fun—and as close to real-world experience as I could have gotten.” 

That’s exactly the point, Finn said. “It’s a class that feels more like a working environment than a traditional classroom,” he said of the captive insurance class. “It’s them doing things instead of learning about it. I could be teaching about creating an endorsement versus using one an insurance company’s provided or we can actually create one and get the insurance industry to implement it and make the world a better place a little bit and get some notice for the students. They’re doing the things they’re learning about.” 

Academics

What's Out There

While the beams go up on the new Lacy School of Business, faculty and students in the old building are busily constructing new curriculum to go with it.

by Marc D. Allan MFA ’18

from Spring 2018

Read more

No Literary Grandma Moses

Marc D. Allan MFA ’18

from Spring 2017

In May 2018, I will have completed all the requirements for an MFA in Creative Writing from Butler University and be preparing to graduate. And like so many students, I’ve been asked countless times: What are you going to do with that degree?

My usual answer is that I’m going to have an interesting last quarter of my life. I’ll be 59 by the time 2018 commencement rolls around, so I’m not looking for a career. I have no expectations of becoming a literary Grandma Moses.

I went through the MFA program (30 classroom credits, plus thesis) because I wanted—and got—a great education. I enjoy writing stories about reprobates and other morally ambiguous people—a woman who fled her marriage after 9/11; a meth addict who thinks he’s on a reality show; a recent graduate who takes a job writing scam emails. So that’s what I did.

Over two years as an MFA student, I wrote a play, a movie script, at least a half-dozen short stories (three of which have been published), and a handful of prose poems and flash fiction stories. I learned alternative forms of storytelling and how to write a non-fiction book proposal, read brilliant authors I never would have known about otherwise, and gained insights about writing and storytelling from exceptional faculty and visiting writers.

When I was a kid, I wrote a lot of fiction. Then I stopped. I don’t remember why. The MFA program motivated me to write again, and it enabled me to have my work critiqued by highly accomplished professors and classmates who make up for in talent and insight what they lack in age.

If you’ve ever thought about going back to school—whatever your age—I highly recommend the experience. And if you’re ever in a bookstore or browsing Amazon.com and see a novel about a racist obstetrician who microchips babies so he can track their movements as adults, I hope you’ll buy it.

AcademicsCommencement

No Literary Grandma Moses

"If you’ve ever thought about going back to school—whatever your age—I highly recommend the experience."

by Marc D. Allan MFA ’18

from Spring 2017

Read more
AcademicsPeople

Study Finds Gender Gap in the Sciences Closing

BY

PUBLISHED ON Apr 26 2018

The gender gap in the sciences may be closing, at least according to a study conducted by professors from Butler University and three peer institutions.

The study, published April 26 in the online journal PLOS ONE, looked at 10 years of undergraduate research at four schools: Butler, Creighton University, John Carroll University, and the University of St. Thomas. It found that male and female chemistry and physics students are producing research at the same rate.

"As we talk about how there are issues with women in science, at least at our four undergraduate institutions, we were not seeing any gender effect when it comes to the research outputs that the students are able to produce," said Butler Chemistry Professor Anne Wilson. "That is great."

The researchers, working together as part of a National Science Foundation grant, examined what factors affect a student to produce a research paper versus a poster versus an oral presentation. They also looked at the factors affecting students' producing work that was presented at local, regional, and national conferences, and published in peer-reviewed journals.

Rasitha Jayasekare, Assistant Professor of Mathematics and Actuarial Science at Butler, provided a detailed analysis of the data using advanced statistical models.

"It was really nice to collaborate with our colleagues from other institutions and find out that a lot of us are all doing good work with undergraduates and that we value undergraduate research," Wilson said. "It's not only important to do the work but to disseminate the findings and get our students out there speaking and writing and doing all the things that liberally educated students do."

Wilson encouraged other undergraduate institutions to examination their data to see if they find a similar result. She said she had suspected that there would be no gender gap.

"It's nice to have data to back up what you think and feel in your heart," she said.

 

Media contact:
Rachel Stern
rstern@butler.edu
317-940-9257

AcademicsPeople

Study Finds Gender Gap in the Sciences Closing

Butler and three other schools see male and female students producing research at similar rates.

Apr 26 2018 Read more
AcademicsPeople

Identify, Visualize, Make it Happen

BY

PUBLISHED ON May 07 2018

Associate Professor of Pharmacy Dennis Gardner either had luck on his side throughout his career or he is a purebred innovator. Both he and Associate Dean for Clinical Education and External Affiliations Julie Koehler believe it’s a mix of both.

“Dennis is a starter,” Koehler said. “He loves the opportunity to be involved in the establishment of new things.”  

Gardner elaborated and said, “I’m able to identify, visualize, and then make something happen. I like that challenge of development.”

The notion of being in the right place at the right time and starting new things is demonstrated throughout Gardner’s career. Before working at Butler he was one of the initial clinical faculty at Auburn University. In the 1970s, after leaving Auburn, Gardner joined Butler with a joint appointment with St. Vincent Hospital. During this time, he also helped establish Butler’s first experiential program in the fall of 1978 to meet the American Association of Colleges of Pharmacy’s requirements.

After establishing the program, Gardner joined St. Vincent Stress Center, where he managed the computerization of the pharmacy, which was the first St. Vincent facility to get one. After St. Vincent, Gardner worked at IU Hospital Pharmacy Department at Riley Hospital for Children and in the pharmacy industry at Novartis Oncology for a few years.

Gardner explained that through all these experiences he stayed connected to Butler by providing student experiences throughout the hospital. He lost touch with students a bit while working with Novartis. Although this position was challenging, Gardner discovered his heart was truly that of a clinician and a teacher.

Koehler explains the stars must have aligned because at the same time of Gardner’s realization, Butler was in search for a pharmacy faculty position that would have a joint appointment at Butler in the classroom and at Community Health Network at as a clinician. Gardner was hired into his current role in 2004 and neither he nor Koehler have looked back.  

“Dennis has been a valuable preceptor for us for many years,” Koehler said. “He’s really looked to as a leader in the field of pharmacy practice and to that, he’s a great role model for our students, for the residents who train with him, and for the junior faculty who are just getting started in practice who don’t have as many years under their belt.”

Kacey Carroll, Assistant Professor of Pharmacy Practice at Butler and Ambulatory Care Pharmacist, is just one example of a student who has felt the impact Gardner has made. She worked with Gardner during her first year of residency and explained that Gardner taught her, by example, how to be a compassionate care giver, educator, and person.

“There are very few pharmacists that I have worked with that care as much as Dennis does and can handle the stressors of the job with grace and without complaint,” Carroll said. “He made coming to work an enjoyable experience and I worked harder knowing he was invested in me as a person and as a learner.”

Gardner’s work in recent years at Community Health Network has helped Community expand their pediatric practice within the pediatric and neo-natal intensive care units and form a partnership with Riley Hospital for Children.

Koehler best describes the impact Dennis has had on Butler and the local health care providers with a quote from author Nelson Henderson: “The purpose of life is plant trees under whose shade we do not expect to sit.”

“If you look at Dennis’ career, he’s done that for us, he’s planted an awful lot of trees,” Koehler said. “There will be a lot of shade from which we can benefit in future years.”

In retirement, Gardner plans to spend more time with his sons Geoffrey, John, and grandchildren, spend time with his wife, Leslie, who is also retiring, travel, and become more active in his church and choirs.

If Butler has opportunities in the future for him, Gardner said he’ll be happy to come back. So Gardner may be retiring as a professor from Butler and as a clinician, but he’s far from retiring his sense of tackling new things. You can rest assured that whatever Gardner tackles in retirement, he’ll probably be a trailblazer.

 

Media contact:
Krisy Force
kforce@butler.edu
317-940-6842

AcademicsPeople

Identify, Visualize, Make it Happen

That's the mantra of retiring COPHS faculty member Dennis Gardner.

May 07 2018 Read more
Julian
AcademicsStudent LifePeople

Julian Wyllie '16 Named to Politico Journalism Institute

BY

PUBLISHED ON Mar 20 2018

Julian Wyllie '16, a Lacy School of Business graduate and former editor of The Butler Collegian, has been named to the 2018 class of the Politico Journalism Institute (PJI), an educational initiative supporting diversity in Washington area newsrooms.

PJI, which will be held May 29 to June 9, will offer 13 university students intensive, hands-on training in government and political reporting. Programming includes interactive sessions, panels with industry leaders, mentoring, and an opportunity for students to have their work published by Politico.

The PJI Class of 2018 also includes students from Yale, University of Southern California, and Georgetown. Two of the students will be selected at the end of the program for a three-month residency in the Politico newsroom where they will write, edit, and produce content.

All costs for PJI participants, including room, board, and transportation, are provided by Politico. Students split time between American University in Washington, D.C., and Politico headquarters in Arlington, Virginia.

"We're thrilled to welcome this exceptional new class of PJI students," said Politico Editor Carrie Budoff Brown. "Our class this year reflects the racial, geographic, and socioeconomic diversity that Politico is committed to nurturing. Our newsroom is looking forward to mentoring these talented young journalists, who will be at the forefront of tomorrow's political news landscape." 

Since graduating, Wyllie’s career has included stops at Governing magazine and The Chronicle of Higher Education.

"My time in Washington has been more than amazing so far," Wyllie said. "Being associated with anything as big as Politico is a great thing. But the best part about this program is that it gives me the chance to meet other hard-working young writers, who are all going through the struggles of trying to make it. Being around them feeds my desire to keep pushing myself and not let up. Overall, the success I've had is a direct result of skills I gained while attending Butler, where at The Collegian I stumbled on my life's passion."

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

Julian
AcademicsStudent LifePeople

Julian Wyllie '16 Named to Politico Journalism Institute

Program offers hands-on training in government and political reporting.

Mar 20 2018 Read more
AcademicsPeople

Brooke Barnett Named New Dean of CCOM

BY Marc Allan

PUBLISHED ON Nov 15 2018

Brooke Barnett, a Professor and Associate Provost at Elon University who earned her master's and doctorate from Indiana University, will be the new Dean of Butler University's College of Communication (CCOM), Provost Kate Morris announced today.

Barnett will join Butler on June 1, 2019. She replaces Jay Howard, who has been serving as Acting Dean of CCOM and Dean of the College of Liberal Arts and Sciences since July 2017.

"Dr. Barnett will bring with her to Butler a wealth of experience as a teacher, scholar, and administrator," Morris said. "During her time as a faculty member at Elon University, she has been part of a strategic effort to grow a relatively small academic program into a signature school of communication. As an academic administrator, she developed and grew various academic programs, with a special emphasis on building a diverse and inclusive community.

"I believe that the combination of the excellent faculty and staff in CCOM and the experienced and engaged leadership Dr. Barnett will bring as Dean, our College of Communication is poised for a successful and exciting future."

Barnett, a Kentucky native, has taught in Elon's School of Communications since 2001 in subject areas that include Broadcast Journalism, Communication Research, Documentary Film, Freedom of Expression, Global Studies, Intellectual Property Law, Journalism and the Law (at Elon School of Law), Literary Journalism, Media and Culture, and Media Law and Ethics.

During her time at Elon, Barnett was awarded the School of Communications Distinguished Scholar award, was founding director of the Elon Program for Documentary Production, served as Faculty-in-Residence for the Elon London Centre, and served as chair of Elon’s faculty governing body.

She has been a member of the president’s senior staff since 2010 and has provided leadership for academics (five university-wide scholar programs, and national and international fellowships office) and inclusive excellence (diversity, and inclusion efforts, civic, global, and community engagement, education access programs, a lifelong learning program for community members). She has secured major and planned gifts, co-created two university centers and worked collaboratively to create two alumni groups.

Barnett said she is looking forward to joining Butler and leading CCOM.

"I'm excited about the different disciplines that are in CCOM," she said. "I think there are great opportunities for synergy across the areas and also continued honing of distinction within specific disciplines. CCOM faculty and staff are stellar and clearly focused on student learning and providing a meaningful student experience. The students I met on campus and the alumni featured in the Butler Magazine are testimonies to the strength of the College. I love the idea of Indianapolis as a backdrop for experiential learning and all the potential leverage points in CCOM within the College, across campus, and with alumni."

Barnett earned her Bachelor of Arts at Georgetown (Kentucky) College, where she majored in English and Communication Studies. She went on to get her Master of Arts in Journalism and doctorate in Mass Communication with concentration in Law and Visual Communication at IU-Bloomington. She earned a Diversity Management Certificate from the Cornell University School of Industrial and Labor Relations.

Barnett is a 2011 alumna of the HERS program for women in higher education leadership and a 2016 alumna from the Harvard Graduate School of Education, Institute for Educational Management program. This year she was elected to the board of the Association of American Colleges and Universities, a leading national higher education group with 1,400 member institutions.  

Barnett started her teaching career in the IU-Bloomington School of Journalism. She also has been a News Director, Reporter, and Host on WTIU, the public television station in Bloomington.

Because of the strong leadership Howard has provided the CCOM, Morris said, she is confident the College is ready for a strong transition.

"I am extremely grateful for the leadership Acting Dean Jay Howard has provided to CCOM," Morris said. "In addition to all the regular College operations, Dr. Howard led the CCOM through a structural reorganization and through review of both college level curriculum and college level policies. His leadership and the good work of the CCOM faculty and staff have positioned the college to move forward effectively and efficiently after Dean Brooke Barnett arrives next summer.”

 

Media contact:
Marc Allan MFA '18
News Manager
mallan@butler.edu
317-940-9822  

AcademicsPeople

Brooke Barnett Named New Dean of CCOM

Brooke Barnett, Professor and Associate Provost at Elon University, will be the new Dean of CCOM.

Nov 15 2018 Read more

Going Places: Studying Abroad in the Sciences

By Marc Allan, MFA '18

Chemistry Professor Stacy O’Reilly remembers looking at the other science disciplines and thinking, "They're going places. Why can't we?"

O’Reilly wanted Chemistry students to have the opportunity to see the world, learn from other cultures, and put their classroom education into practice—something they didn't typically get to do because they were so busy with coursework.

That was in 2015.

Soon after, she got a call from a tour company about putting together a study-abroad trip for Chemistry students. In less than 10 months, she and colleague Michael Samide developed a course centered on Chemistry and sustainable energy in Germany and Switzerland. They took 18 students to visit two hydroelectric power plants and, by the time they left, better understood how water is used to create electricity, the finances required to build such a facility, and the economic impact a plant can have on a community.

Fast-forward three years: 87 students have taken Chemistry's study-abroad course in various incarnations: Chemistry and Food, Chemistry and Art Conservation Science, and Chemistry and Fermentation. There are courses with embedded study tours planned out through 2021—including one for Butler alumni, employees, their families, and friends called Beer, Wine, Cheese, and Chocolate. (More at https://blue.butler.edu/~msamide/AlumniTour2020/)

"So often, our science students are so engaged in the work to finish their science degree," O'Reilly says. "They don't have a lot of flexibility in their schedules. One of the things we like about this program is that it's not a full semester abroad, it's not a full summer abroad, but it gives them a taste of international travel."

"The language of science bridges culture," Samide adds. “There's a common bond they feel between cultures. I think it makes the world a little smaller for them. They feel more globally connected."

Students who take CH418 spend the semester building their background in the subject area, the idea being that they have the scientific knowledge they need before they travel. Then, when they go overseas in early May, they can integrate the science with the culture and society they're visiting and have conversations with experts.

Ben Zercher '16 was among the students who went on that first study tour. When he first heard about the opportunity to study abroad, he was excited because "Chemistry can get lost in textbook learning and memorizing."Student Feeding Goat

"I wasn't sure how they'd work chemistry into a study abroad program, but we started looking at renewable energy systems that are used around the world and I was excited for the trip because it would give the class some cultural context to the curriculum we go over," said Zercher, now a graduate student at the University of Washington in Seattle. "We moved around a lot and saw a lot of different applications of what we had learned in the course."

Zercher said what he looks for in Chemistry are ways to better society. The study-abroad trip showed him that the United States is lagging the leading countries when it comes to renewable energy. "Maybe I can help change the cultural acceptance of science and how we apply it to renewable energy," he said.

Heidi Kastenholz '19, took the Chemistry and Art Conservation Science tour in 2017, which met during the spring semester to prepare the students for what they would see at conservation and research laboratories in Germany.

She said she chose to go because she's always been interested in art and she wanted "to be able to take what I'm learning in class and see it applied to something I have a great interest in and to be able to learn and to see it in a new way."

The experience so intrigued Kastenholz that she continued to look into conservation science. This summer, she presented a Butler Summer Institute project called "Case Studies of Reference Materials in Conservation Science."

Kastenholz came to Butler wanting to be an optometrist. Until last summer, that was her goal.

"Because of my awesome experience, I'm actually having a really tough time trying to figure out if I do want to do optometry or if I want to pursue a career in culture heritage Chemistry because I think it's a fascinating field that most people don't know about," she says.

As for the Chemistry study abroad class, "I think it's my favorite class I've ever taken at Butler, and this is my fourth year," Kastenholz says. "I think that speaks a lot about what the Chemistry Department has been putting into these short-term study abroad programs. Sometimes, when you're a Chemistry or Biology major, you feel like you can't take that whole semester. But they're making it so easy to be able to go abroad for a short time. I don't know how you can say no to it."

*

Although study abroad is relatively new to Chemistry, it's been part of Butler's sciences programs for at least 30 years, dating back to Biology's first trip to look at marine life in Belize. Physics and Astronomy also has been taking students to Japan, Spain, Chile and China for at least 10 years.

The College of Liberal Arts and Sciences believes so strongly in study abroad for science students that it offers financial assistance through Seitz Awards, which assist Natural Science students who desire to study science and conduct research abroad, outside the normal academic classroom setting. Sophomores and junior status majoring in Biology, Chemistry, Physics and Mathematics are eligible to apply. (Psychology majors studying Physiological or Cognitive/Neuropsychology, or Anthropology majors studying Biological Anthropology, Primatology, or Archaeology also are eligible to apply.)

The Seitz funds have provided financing for students to study all over the world—China, Tanzania, South Africa—and propelled the careers of graduates who've gone on to research and travel the world fighting infectious diseases.

The Biology Department has been taking students on study-abroad trips to Belize every other year since the 1980s, thanks in part to the Seitz Awards. There, students get what often is their first exposure to the tropics and marine ecosystems in the second largest barrier reef in the world, said Biology Professor Carmen Salsbury, who has led the trip, which goes every other year, since joining the Butler faculty 17 years ago.

"It gives us the opportunity to dive in deeply—excuse the pun—to those particular habitats," she said.

Prior to trip, students spend the first part of the semester learning about marine ecology. In the laboratory, they learn to identify organisms. They come to know what the fish are, as well as the ecology of the invertebrates. When they travel to Belize during spring break—they stay on one of the largest island off the coast of Belize, Ambergris Caye, which has a small fishing village that is a popular tourist destination—they're on or in the water from 9:00 AM to 4:00 PM daily.

In evenings, there's class to review everything they saw. The students make a list of species and where they're found so they can see the different patterns of diversity.

They also take one day for a side trip to visit the Mayan ruins and the rainforest.

Salsbury says study abroad trips are important for students to broaden their worldview.

Students Abroad"This goes well beyond science," she says. "The walk from where we stay to the dock is maybe five blocks. The students walk by houses where there are no windows, there are dirt floors, there are feral dogs everywhere. Chickens and roosters wake them up in the morning because they're wandering the streets. The streets aren't paved. It's a very different experience. I don't think you can give students a sense of what's that about until they see it for themselves."

In the years when Biology students aren't going to Belize, they're traveling to Panama for an immersive tropical biology course. There, they walk the Pipeline Road, where over 400 species of birds can be observed at one time or another. They witness researchers collecting bats, take a crane ride more than 130 feet in the air to see the tops of the forest and meet the researchers on Barro Colorado Island, the most intensively studied tropical forest.

That course is heavily subsidized through an endowment from Frank Levinson '75, part of a $5 million gift to the sciences in 2007 that also enabled the University to buy the Big Dawg supercomputer and make upgrades to the Holcomb Observatory telescope. Biology Department Chair Travis Ryan said Levinson's endowment covers more than half the course and also pays for two Butler interns to spend the summer interning at the Smithsonian Tropical Research Institute in Panama.

One of every three Butler interns who works there becomes an author on a paper they helped collect data on, and most have their own independent project they're working on while they're interning, Ryan said.

*

Physics Chair Gonzalo Ordonez said his department has used Seitz Awards for several years. Professor Xianming Han has taken students to China, while Ordonez has gone with others to Japan and Spain.

"That's been really helpful for our students, and it really improves their prospects for grad school," Ordonez said. "They get involved in more serious research and they might get interested in a field that they didn't know before."

Bradley Magnetta '15 went to Osaka on a Seitz Award in the summer of 2014. He was in Japan for a month, studying and collaborating with Ordonez's colleagues there.

Magnetta participated in all the research opportunities available to him at Butler and had a wealth of experience in research in general when he took the study trip.

"I already had a base foundation for my project and I was really ready to start collaborating with people in general," he says. "I knew I wanted to start collaborating. I heard about this program and I knew that Dr. Ordonez had colleagues working on similar things that I was interested in. So it was a natural fit to pick Japan and Osaka."

He describes the experience as "excellent," not just academically but on a personal level. It was his first opportunity to leave the country, he collaborated with a graduate research group—"which as an undergrad was a really cool experience"—and he got to be around different people from different backgrounds and discover that there's a universal language in sciences and mathematics.

Magnetta said he went in with questions on his project and, through collaboration, was able to answer them. He published the results a couple of years later.

Today, Magnetta is working on a doctorate in applied physics at Yale University and grateful to have had the chance to study abroad.

"I absolutely recommend it," Magnetta said. "A trip like this really adds clarity because once I get into grad school, I felt very comfortable. When I joined a research group, it was a very familiar feeling because I had already spent a month with a graduate level research group in Japan. So it prepared me for what the group dynamics were. That trip prepared me for my future in a number of ways and I would recommend it to anyone."

Study Abroad Group in Germany
AcademicsStudent Life

Going Places: Studying Abroad in the Sciences

Although study abroad is relatively new to Chemistry, it's been part of Butler's sciences programs for at least 30 years.
AcademicsCommunity

Planet Parade: Venus, Jupiter, Moon, Saturn, Mars to All Line Up this Weekend

BY Marc Allan

PUBLISHED ON Aug 16 2018

For the first time in more than a decade, Venus, Jupiter, the Moon, Saturn, and Mars will be lined up across the sky.

The best time for viewing will be on the evenings of August 17 and 18, according to Butler University Professor of Physics and Astronomy Brian Murphy—weather permitting, of course. Mars will be near its closest approach to Earth since 2003, and through a telescope, one should be able to see cloud-covered Venus in a quarter phase, the rings of Saturn, the belts and satellites of Jupiter, and Mars’ polar caps (if the dust storm has cleared).

Murphy, who is also the Director of Butler’s Holcomb Observatory, says the planets all orbit the sun in different periods, which means they are typically scattered along the zodiac. Some may be seen only before sunrise, only after sunrise, or not at all if they appear in the direction of the Sun.

"Being able to observe the Sun, Moon, Venus, Mars, Jupiter, and Saturn in a two- to three-hour time span is quite nice," he said.

Murphy encourages people to get out and see this "planet parade"—either by looking through the telescope at the Holcomb Observatory, which is the ninth largest telescope East of the Mississippi River, or simply by going outside and viewing the night sky.

"It's an ideal time to get out and see the planets," he said. "Usually, we don't have four planets visible at once in good viewing location, along with a quarter moon, which is the ideal time to view the moon. And they're all evenly spaced. If you ignore the sun, these are the four brightest objects in the sky we're talking about."

It’s hard to calculate when this lineup will occur again, Murphy says, but something similar will likely occur in two years. But after that, it will not happen for a long time.

In addition to telescope viewing at the Observatory, Planetarium shows will take place each evening.

 

Media contact:

Marc Allan
News Manager
mallan@butler.edu
317-940-9822

AcademicsCommunity

Planet Parade: Venus, Jupiter, Moon, Saturn, Mars to All Line Up this Weekend

  

Butler astronomer says phenomenon likely won’t occur again for a long time

Aug 16 2018 Read more
AcademicsStudent Life

BU Well to Publish Its Third Volume

BY

PUBLISHED ON Apr 09 2018

BU Well, Butler University’s open-access, multimedia, student-run healthcare journal, will publish its third volume on April 20. The volume will feature eight articles on a variety of health-related topics ranging from low-carbohydrate diets to electroconvulsive therapy for mental illnesses to retail therapy and its emotional impact.

BU Well uses three formats to deliver information: print, an informational YouTube video, and an infographic highlighting key aspects of an article or other health topic. The open-access journal will be available on Butler University’s Digital Commons website, http://digitalcommons.butler.edu/buwell/.

“BU Well is a unique experience that unites students from diverse backgrounds to create a journal that promotes health and wellness to an audience of all ages," said Skyler Walker, a second-year pharmacy student and Editor-in-Chief of BU Well. "Students gain valuable skills through the research, writing, infographic, and video process while learning their leadership style and how to effectively communicate interprofessionally. It's a one-of-a-kind experience that I have been privileged to be a part of these past two years, and I'm very excited to publish Volume 3."

Nearly 25 students from four of the six colleges at Butler University participated in the publication of the journal. Two Assistant Professors of Pharmacy Practice, Dr. Annette McFarland and Dr. Sheel M. Patel, serve as faculty advisors.

The fourth volume will accept submissions beginning in the fall semester. BU Well invites students, faculty, healthcare professionals and others to submit original healthcare-related articles for publishing consideration.

More information is available at BU Well’s Facebook page, https://www.facebook.com/BUWellJournal and on Twitter and Instagram @BUWellJournal.

 

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

AcademicsStudent Life

BU Well to Publish Its Third Volume

Student-Driven Multimedia Journal on Health, Wellness, and Life Sciences comes out April 20.

Apr 09 2018 Read more
Academics

Three Butler Students Chosen For Fulbright Summer Institute

BY

PUBLISHED ON Jun 01 2017

Three students from Butler University will participate in the Fulbright Summer Institute in the United Kingdom, one of the most prestigious and selective summer scholarship programs operating worldwide. Julia Bartusek ’20, from New Prague, Minnesota; Jeremy Caylor ’19, from Tipton, Indiana; and Carly McCarthy ’19, from Galesburg, Illinois, have received a prestigious place to study at Queen’s University, the University of Exeter, and the University of Strathclyde/Glasgow School of Art, respectively.

The US-UK Fulbright Commission is the only bi-lateral, transatlantic scholarship program offering awards and summer programs for study or research in any field, at any accredited U.S. or U.K. university. The Commission is part of the Fulbright program conceived by Senator J. William Fulbright in the aftermath of World War II to promote leadership, learning, and empathy between nations through educational exchange. Award recipients and summer program participants will be the future leaders for tomorrow and support the “special relationship” between the US and UK.

“With only 60 placements available in this distinguished program, I am particularly pleased that Butler University—with three participants—represents 5 percent of the total 2017 Fulbright Summer Institute population,” said Dacia Charlesworth, Director of Undergraduate Research and Prestigious Scholarships, who assisted students in the application process. “I was thrilled to have two winners in 2016 from Butler for the first time ever, and I hope that our students continue to remain interested in this award as Butler University’s focus on liberal and professional education prepares outstanding applicants for this program.”

As participants, these students have been selected from a strong applicant pool to experience the UK on a four- or three-week summer program.

 

Julia Bartusek, double majoring in Peace and Conflict Studies and Human Communication and Organization, was one of three students selected to participate in the program “Understanding Ireland: Northern Perspectives: Conflict Transformation” at internationally renowned Queen’s University Belfast. She will learn about Northern Ireland in terms of its political, economic, and cultural relationships within the United Kingdom and in the world; learn about the theories and practices of conflict transformation from within local and global perspectives; and interact with a range of people including politicians, police officers, community workers, and people involved in conflict resolution.

“I cannot wait to learn more about global conflict alongside students from around the world while experiencing Northern Ireland and all it has to offer,” she said. “I hope to gain new perspectives and understanding for conflict and how these events affect citizens. I hope to bring back these immeasurable and valuable lessons to Butler to further my own research, to share with my classmates, and to eventually go into the field of public policy where my time at Queen’s will surely impact my work. This is truly a once in a lifetime experience and I am ecstatic to be a participant.”

 

Jeremy Caylor, a Biology major, was one of four students selected to participate in the program “Issues in Climate Change” at the University of Exeter. He will learn about environmental change and its consequences through both field work and classroom learning with faculty from the University of Exeter’s Geography department, which is one of the most successful in the UK and ranked in the top 25 in the world.

“It is an amazing honor to be selected,” he said. “As a Fulbright summer program participant, I will have the opportunity to travel outside of the United States for the first time in my life. I know the exposure to new people and perspectives will help me grow my understanding of the world. I plan to return with an experience that I can use for the rest of my life to encourage others to pursue similar cultural and academic opportunities.”

Carly McCarthy, majoring in Science, Technology, and Society, was one of 10 students selected to participate in “Scotland: Technology, Innovation and Creativity” at the University of Strathclyde and the Glasgow School of Art. She will gain a unique perspective on the cultural and political forces that have shaped modern Scotland, with a strong emphasis on its pioneering role as a technological nation.

“I hope this work enables me to further my understanding of Scottish culture and the importance of the roles of innovation and creativity in a technologically advancing world through a new perspective,” she said. “I also hope to take advantage of my time and immerse myself in the culture, explore historical sites and the scenic beauty in Scotland, and make new life-long friends. I could not be any more excited or grateful about my opportunity to study in Scotland.”

The Commission selects participants through a rigorous application and interview process. In making these awards the Commission looks not only for academic excellence but a focused application, a range of extracurricular and community activities, demonstrated ambassadorial skills, a desire to further the Fulbright Program, and a plan to give back to the recipient’s home country upon returning.

Fulbright Summer Institutes cover all participant costs. In addition, Fulbright summer participants receive a distinctive support and cultural education program including visa processing, a comprehensive pre-departure orientation, enrichment opportunities in country, a re-entry session, and opportunity to join our alumni networks.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

Academics

Three Butler Students Chosen For Fulbright Summer Institute

Three students from Butler University will participate in the Fulbright Summer Institute in the United Kingdom, one of the most prestigious and selective summer scholarship programs operating worldwide.

Jun 01 2017 Read more
AcademicsPeople

'A Reliable and Steady Presence'

BY

PUBLISHED ON May 14 2018

As part of a presentation she gave in late March, Becky Dolan talked about the importance of flexibility and adaptability in life. She pointed to her career as an example.

"I thought I would be a professor at a university," the Director of Butler's Friesner Herbarium said. "This was a different route. There was a lot of serendipity that happened along the way that worked out well for me."

Thirty-one years later, as she prepares to retire from Butler, Dolan looks back proudly at her achievements, which include working with her assistant Marcia Moore and many students to create a searchable database of more than 40,000 Indianapolis and Indiana dried, pressed, and preserved plant specimens.

"Largely because of her hard work," Butler Biology Professor Carmen Salsbury said, "the Friesner Herbarium is locally, regionally, and nationally recognized."

*

Dolan grew up in the Detroit area and moved with her family when she was in middle school to a suburban area that had woods, natural areas, and a creek. She liked spending time in the woods, and she was good in science—especially biology—so her high school guidance counselor suggested medical school.

She went to the University of Michigan, where she was one of 1,500 undergraduate pre-professional majors in biology. One of the required courses was botany.

"It was fascinating to me," she said. "I was struggling in an animal physiology class I was taking, but the botany came easily and it felt like things I already knew—and was learning again. I loved learning more about things I was seeing in the woods and understanding more about their biology and their life cycle and knowing their names."

She changed her major to botany—there were only 70 botany majors—and found both a subject she enjoyed and a tight-knit community.

After graduating, she moved to the University of Georgia for graduate school. She missed the burgeoning music scene in Athens, but she did meet her future husband, Tom, there. He was also a graduate student who had started school a year before her.

They had mutual friends, and at one point she learned that Tom and his girlfriend had broken up. She invited him to a campus movie. He blew her off, saying he had to study for a test, but the following week he called and they had dinner together.

*

In 1981, Tom and Becky got married. They decided they'd both apply for jobs and take the best offer. When Tom took a two-year position doing research at the University of California, Riverside, Becky took a job with an environmental-consulting firm, where she received some grants from the Bureau of Land Management to study rare plants in Napa and Sonoma counties.

After Tom was hired in 1985 to teach at Butler, the Holcomb Research Institute (HRI) at Butler, which employed a half-dozen Ph.D. plant ecologists studying areas like acid rain and the effects of air pollution, gave Becky a courtesy appointment so she could apply for grants and figure out ways to work with its researchers.

One of those projects turned out to be a study of a red-flowered prairie plant called royal catchfly. An HRI researcher named Eric Menges had been studying the plant for years and he was looking at how prairie management like burning or mowing was affecting the viability of populations to promote long-term management and preservation of them. She asked if he had genetic info. He said no. She said she could get it. They collaborated and published work on the effects of fire on promoting stability of these prairie plant populations.

Orie Loucks, then the director of the HRI, also funded a part-time position so she could work at the Friesner Herbarium. When HRI was closed a couple of years later, Paul Yu, Dean of College of Liberal Arts and Sciences, created the position of Director of the herbarium and hired her.

*

Dolan expanded the reach and scope of herbarium outreach, working with students such as Raelene Crandall '97 to inventory the plants in local parks. Dolan hadn't done field work in Indianapolis, so that was her first look at local plants. Through the years, Dolan did more inventories and studies in local parks and realized that they were a treasure trove of information about plants that can grow wild in the city. That led to a number of publications in urban ecology, a growing area of interest in the field of ecology.

Crandall, meanwhile, is now an Assistant Professor of Fire Science at University of Florida.

"Becky has consistently produced novel research that has evolved and expanded over time," Crandall said in a letter she wrote nominating Dolan for a Woman of Distinction Award. "Additionally, she has strived to digitize and improve the Friesner Herbarium, drawing researchers from all over the country to use and benefit from the plant collections. She has received many grants and mentored countless students over her long career at Butler University. Many researchers slow down in their later years, but in fact, we have discussed a new collaboration when she retires and moves to Florida."

Dolan's work locally coincided with the development of Butler's Center for Urban Ecology, which she worked on with Biology Professors Carmen Salsbury and Travis Ryan to get organized and funded. Salsbury said the CUE wouldn't exist without Dolan's dedication and leadership in its early years.

She described Dolan as "a reliable and steady presence in the department contributing tirelessly behind the scenes and in the larger Butler and surrounding communities to initiatives promoting plant research and conservation, student research experiences, citizen science opportunities, and educational outreach."

*

The new Director of the herbarium will be Emily Gillespie, who comes to Butler from Marshall University. She also will teach in the Department of Biological Sciences.

Becky and Tom Dolan, meanwhile, plan to spend most of the year living in a house they built on St. George Island, a pristine and quiet locale in the Florida panhandle. But Becky said she'll maintain some ties to Butler. She will have affiliate status with the Center for Urban Ecology and continue to work on projects she's started.

"This was an unexpected career path," Dolan said, "but I really appreciated the opportunities that Butler gave me and I'm proud of having sustained this position for more than 30 years."

 


Media contact:
Marc Allan MFA '18
mallan@butler.edu
317-940-9822

 

AcademicsPeople

'A Reliable and Steady Presence'

Becky Dolan, who officially retires in August, has helped Butler's Friesner Herbarium become nationally recognized.

May 14 2018 Read more
AcademicsStudent LifePeople

Butler Honors Top 100 Students

BY

PUBLISHED ON Apr 23 2018

The Alumni Association has announced Butler University's Top 100 Outstanding Students, honoring the top juniors and seniors for the 2017–2018 academic year.

The list is below. Top 15 students have an asterisk next to their name.

The students honored each year continue the tradition of dedication and service to Butler. They reflect outstanding character, scholarship, engaged citizenship, leadership, and commitment to fostering diversity.To be considered a Top 100 student at Butler University, students must have a cumulative GPA of 3.5 or higher and may not be on conduct probation during the application process or the announcement for Top 100 and Top 15.

The Top 100 students are determined by the Top 100 Selection Committee composed of representatives of each of the six colleges, student affairs, academic affairs, and alumni. Each candidate is judged against the core values of the program on a numeric scale. At the end of the judging period, all scores are tabulated, and the Top 100 students are selected.

Visit the Top 100 website to view guidelines for the program. 

The Alumni Association in conjunction with the Office of Student Affairs conducts the Outstanding Student Recognition program. The program is in its 57th year.

The full list of honorees, majors, and hometowns:

Lynn Alsatie, International Studies and French, Carmel, Indiana

Siena Amodeo, International Business and Marketing, Powell, Ohio

Deborah Arehart, Middle/Secondary Education and French, Dayton, Ohio

Thomas Baldwin, Biochemistry, Carmel, Indiana

*Adam Bantz, Strategic Communication, Marketing, Muncie, Indiana

Alex Bartlow, Accounting and Spanish, Bloomfield, Indiana

Leah Basford, International Business, Chinese minor, Centerville, Indiana

Brianna Borri, Psychology, Ada, Michigan

Lauren Briskey, Actuarial Science, Statistics, Avon, Indiana

Amy Brown, Accounting, Saint Charles, Missouri

Rachel Burke, Mathematics, Software Engineering, Mount Vernon, Indiana

Jeremy Caylor, Biology, Chemistry, Tipton, Indiana

*Parker Chalmers, Finance/Risk Management & Insurance, Wyoming, Ohio

Lauren Ciulla, Biology, Carmel, Indiana

Brooklyn Cohen, Elementary Education, Glenview, Illinois

Hannah Coleman, Pharmacy, Danville, Indiana

Dana Connor, Communication Sciences and Disorders, Tallahassee, Florida

Vickie Cook, Chemistry, Woodburn, Indiana

Meredith Coughlin, Human Communication and Organizational Leadership, Tipp City, Ohio

*Ryan Cultice, Accounting and Finance, Warsaw, Indiana

Ashley Dale, Physics, Electrical Engineering, New Palestine, Indiana

Erin Dark, Pharmacy, West Lafayette, Indiana

Darby DeFord, Biology and Chemistry, Spencer, Indiana

Matt Del Busto, English creative writing and Spanish, Carmel, Indiana

David Dunham, Human Movement and Health Sciences Education, Zionsville, Indiana

Suzanne Dwyer, Pharmacy, Tinley Park, Illinois

Shelby Jo Eaton, Psychology and Sociology, Indianapolis

Ashlyn Edwards, Philosophy, Critical Communication, and French, New Albany, Indiana

*Katie Edwards, Marketing and Finance, Libertyville, Illinois

Sarah Elam, International Studies and Spanish, Indianapolis

John Evans, Accounting and Finance, Indianapolis

Hannah Faccio, Psychology, Belmont, Michigan

Megan Farny, Pre-PA, Evansville, Indiana

Megan Fitzgerald, Elementary Education and Religion, Dublin, Ohio

Annie Foster, Spanish and Chemistry minor, Westfield, Indiana

Jacklyn Gries, Pharmacy, Evansville, Indiana

Hannah Hartzell, Strategic Communication and Spanish, Powell, Ohio

Patrick Holden, PharmD/MBA, Brownsburg, Indiana

Jonny Hollar, Finance and Marketing, Warsaw, Indiana

Kate Holtz, Risk Management and Insurance, Finance, Godfrey, Illinois

*Nick Huang, Finance and Marketing, Geneva, Illinois

Karla Jeggle, Actuarial Science, Upper Arlington, Ohio

Nathan Jent, Health Sciences/Pre-PA, Crawfordsville, Indiana

Drew Johnson, Pharmacy, Noblesville, Indiana

Jakob Jozwiakowski, Chemistry, Boston, Massachusetts

Colton Junod, Biology and Biochemistry, Vincennes, Indiana

Libby Kaufman, Elementary Education, Chanhassen, Minnesota

*Nida Khan, Pharmacy/Pre-Med, Noblesville, Indiana

Rachel Koehler, International Studies and French, Franklin, Tennessee

*Caroline Kuremsky, Elementary Education with a Mild Intervention Minor, Cincinnati, Ohio

Carly Large, Accounting, Bloomington, Illinois

*Emily Lawson, Chemistry and Mathematics (Pre-Med), Fort Wayne, Indiana

Becca Lewis, Biology and Chemistry, Danville, Illinois

Rachael Lewis, Marketing, Spanish, and International Business, Danville, Illinois

Kayla Long, Critical Communications and Media Studies, Digital Media Production, Spanish, Evanston, Illinois

Kelsey McDougall, Biology, Canton, Michigan

Kirsten McGrew, Pharmacy, Louisville, Kentucky

Kasey Meeks, Health Sciences and Chemistry, Robinson, Illinois

Rachel Metz, Health Science, Ferdinand, Indiana

Joshua Murdock, Pharmacy, Grand Junction, Colorado

*Kelly Murphy, Human Communication and Organizational Leadership, Dublin, Ohio

Emily Nettesheim, Health Sciences and Spanish, Lafayette, Indiana

Alexis Neyman, Biochemistry, Fort Wayne, Indiana

Olivia Nilsen, Communication of Sciences and Disorders, Neuroscience minor, Ballwin, Missouri

Gehrig Parker, Sports Media, Park Ridge, Illinois

Justin Poythress, Accounting and Finance, Geneva, Illinois

*Tori Puhl, Actuarial Science, Mequon, Wisconsin

*Salman Qureshi, Biology, Fishers, Indiana

*Courtney Raab, Health Sciences, Highland, Indiana

Jordan Rauh, Pharmacy, Wabash, Indiana

Allison Reitz, Communication Sciences and Disorders, Newburgh, Indiana

Kate Richards, Communication Sciences and Disorders, Effingham, Illinois

Sophie Robertson, Dance Arts Administration and Journalism, Gig Harbor, Washington

*Abdul Saltagi, Biology, Fishers, Indiana

Kaitlyn Sawin, Marketing, Appleton, Wisconsin

Olivia Schwan, Marketing and Spanish, Kalamazoo, Michigan

*Abby Sikorcin, Health Sciences, Lisle, Illinois

Sundeep Singh, Biology and Political Science, Fishers, Indiana

Maree Smith, Spanish and Marketing, Monticello, Minnesota

Lilli Southern, Communication Sciences and Disorders, Solsberry, Indiana

Madison Stefanski, Elementary Education and seeking licensure in Special Education with minors in Reading, Frankfort, Michigan

Isaiah Strong, Strategic Communication/Recording Industry Studies, Brooklyn Park, Minnesota

Natalie Van Ochten, Biology and Biochemistry, Shorewood, Minnesota

Alexander Waddell, Accounting, Greenwood, Indiana

Skyler Walker, Pharmacy, Racine, Wisconsin

Kathryn Warma, Science, Technology, and Sociology, Carlinville, Illinois

Riley Wildemann, Pharmacy, Plainfield, Indiana

Alexander Wright, Chemistry, Fishers, Indiana

Heather Wright, Music, Greentown, Indiana

Jill Yager, Biology, Rushville, Indiana

Due to a tie in scoring, more than 100 students are being honored for the 2017–2018 academic year. All honorees were recognized at the Outstanding Student Banquet on April 13, where the Top 15 Most Outstanding Students were announced.

This list includes all students who opted to post their names.

 

In the photo:

Front row: Emily Lawson, Nida Khan, Nicholas Huang, Caitlyn Foye, Katie Edwards, Adam Bantz, Kelly Murphy

Back row: Abby Sikocin, Abdul Saltagi, Courtney Raab, President Danko, Salman Qureshi, Tori Puhl, Ryan Cultice

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

 

AcademicsStudent LifePeople

Butler Honors Top 100 Students

This is the 57th year to recognize the Top 100 students' dedication and service to Butler.

Apr 23 2018 Read more
AcademicsCampus

Butler Continues Trend, Welcomes Record First-Year Class

BY Rachel Stern

PUBLISHED ON Aug 16 2018

INDIANAPOLIS – It happened again.

For the second time in three years, Butler University is set to welcome its largest class ever, as 1,336 first-year students prepare to begin classes on August 22.

For the second time in three years, Butler University is set to welcome its largest class ever, as 1,336 first-year students prepare to begin classes on August 22.

The class highlights a nearly 10-year trend of application growth, represents a continued increase in out-of-state enrollment, and is more diverse. While the Class of 2020 was previously the largest class, with 1,255 incoming students, Butler has been experiencing an upward trajectory in applicants since 2009. 

“Butler’s enrollment goals have aligned with the University’s strategic plan, known as Butler 2020,” says Lori Greene, Vice President for Enrollment Management. “One of the strategic growth objectives is to increase full-time, undergraduate student enrollment. This is strategic growth complemented by an investment in the student experience. We see growth also reflected in new facilities, including two new state-of-the-art residence halls, and the new Lacy School of Business building, set to open in August 2019.”

This year’s growth is hardly a one-year anomaly.

Interest in Butler has been on the rise throughout the last decade. Since 2009, applications to the University have increased by 163 percent. For example, in 2015, Butler received 9,942 applications, compared to 16,431 this year. In the last year alone, first-year applications increased more than 12 percent.

This continued demand is due to a number of strategic initiatives, says Greene.

 

 

 

 

“Over the last few years, we’ve continued to refine and target our communications, and connect with prospects earlier in a student’s high school career. We’ve also focused on building a relationship with our prospective parents throughout the process,” Greene says. “We aim to support prospective students with the type of campus events and visit programs delivered, along with providing multiple options for a student to experience campus life, talk with current students, and hear from a professor in an area of interest.”

The increase in recruitment travel and targeted marketing efforts have paid off, Greene says, as the University continues to grow its out-of-state enrollment. Sixty percent of this year’s class comes from out-of-state, with nearly 20 percent of those coming from the Chicagoland area. Since 2015, applications to Butler from out-of-state students have increased by 68 percent.

And it’s not just applications. Since 2015, the number of students choosing to enroll at Butler from out-of-state has increased by 40 percent, compared to 17 percent growth in-state. Specifically, enrollment from the Northeast and Mid-Atlantic has more than doubled since 2015.

While this year’s class hails largely from other Midwest states, California, Massachusetts, Minnesota, and Texas are quickly on the rise. Over the last few years, Greene says, Butler has embedded counselors in the Mid-Atlantic and Northeast in an effort to increase the University’s visibility.

This year’s incoming class is also the most diverse, as nearly 17 percent of the class are multicultural students. This represents a 3 percentage point jump from last year. While this is a percentage that Butler would like to see increase more, Greene says, partnerships with multiple Indianapolis-based organizations, as well as other community-based organizations throughout the Midwest, have helped multicultural recruitment efforts. The goal is to keep increasing this percentage, she says. 

Despite its size, Butler’s Class of 2022 is as academically inclined as previous classes. The average GPA is 3.86, up slightly from last year. This year’s incoming class features 44 valedictorians, 20 Lilly Scholars, and about 20 percent were in the top 10 percent of their high school graduating class.

The most popular majors this year are Pre-Pharmacy (136), Exploratory Studies (103), Exploratory Business (88), and Biology (72).

The University will also welcome 86 transfer students this fall.

 

Media contact:

Rachel Stern
rstern@butler.edu
914-815-5656

AcademicsCampus

Butler Continues Trend, Welcomes Record First-Year Class

For the second time in three years, Butler University is set to welcome its largest class ever,

Aug 16 2018 Read more

Pathways for Success

Monica Holb ’09

from Spring 2018

 

When Courtney (Campbell) Rousseau ’03, Butler University Internship and Career Services Career Advisor, meets with students in her office she is intent on providing tools to help them travel down paths that they may never have dreamed of. 

“I have to find what they are passionate about. I know it when I see it. When their faces light up … I know we are talking about something important to them,” Rousseau said.

The next four pages share incredible stories of students with vision and passion who are fulfilling their own dreams and doing it their own way. Rousseau knows exactly what it is like to follow your dreams—hers brought her right back to Butler.

Letting Passions Pave the Way

 

Career Advisor Courtney Rousseau ’03 is accustomed to students who are following a formula about what they should do with their careers. But those formulas can impede their innovation and dampen their passions. She and her Internship and Career Services (ICS) colleagues provide students traditional career services and the resources necessary to search for and secure internships, but they increasingly support students wandering beyond standard plans. 

More students are venturing out by obtaining unique internships or starting their own organizations. Rousseau pointed to trends such as social media connections, the popularity of “side hustles,” and professionals changing jobs more often as reasons why students are drawn to make their own way. 

She provides support to step away from a comfortable plan and helps validate students’ choices. “Butler students are very driven, very ambitious,” Rousseau said, which means many are looking to do something bold. Rousseau references the impressive but intimidating 97 percent placement rate after graduation and acknowledges the pressure: “Who doesn’t get freaked out? They wonder, ‘What if I am the three percent?’” Courtney Rousseau ’03 with student

Rousseau strategically supports students to take risks in their career planning by ensuring a favorable environment. “When you are planting flowers, to make them grow you have to plant them in space where they work. Sometimes we create a greenhouse to trick the plants to grow,” Rousseau said. The greenhouse she builds is made of students’ own strengths—strategic thinking, relationships, planning. From there, Rousseau guides students toward the best risks for them to take. “I never see anything as impossible. I think I probably prepare them, see the competition, and know the value of making connections and experiences,” Rousseau said. 

When students take the risk and it turns into a learning experience instead of the opportunity envisioned, Rousseau is quick to tell her own story. 

From graduating from Butler with a degree in French to teaching English in France, Rousseau found herself waiting tables and returning to Butler for career advice of her own. After a graduate program and a move to Oregon for a job that turned out to be a less than a perfect fit, Rousseau came back to Butler for her current role. She recognizes the non-linear path and ultimate success of her own risk tasking, as well as how students connect to the story. 

Rousseau hopes all students find their own way with their own passions. “I want students to know we are here. I don’t want people to be perfect. I prefer you come in with questions and fears. I want to take impossible situations and make it work, and make it something beautiful.” 

Weaving Old Threads into a New Company 

 

While in high school at Culver Military Academy, Aaron Marshall ’18 embraced self-expression beyond his uniform. He recorded hip-hop music in his dorm room with friends and wore thrifted clothing. His love for the music scene culture influenced his vintage style and would eventually influence his career path. 

Marshall came to Butler University for Recording Industry Studies. No other college offered the opportunity to turn his dorm room hobby into a major. Yet, Marshall’s studies were not contained to a library and the classroom. His interests spilled over into his life. His friends noticed, too. They came over to record music with Marshall, but after asking “Where’d you get that?” they might leave with a borrowed, one-of-a-kind, vintage sweater straight from Marshall’s closet. Aaron Marshall ’18

As he collected unique pieces in his thrifting trips with his family, he saw the market for selling finds to others and realized that maybe thrifting, not music, would be the passion to turn into a career. His business, Naptown Thrift, was born and grew by word of mouth. Marshall started an Instagram account that drew worldwide attention. With more stock and buyers, he moved the business to a large storage unit. But “storage unit” is an inaccurate description of what is ostensibly a store—racks of clothing for customers to browse on an appointment basis. 

“It doesn’t feel like work, so it is definitely something I can see myself doing in the long run. It’s become a passion of mine I didn’t know existed before coming to Butler,” Marshall said. With his family’s support, Marshall is looking ahead to opening a brick and mortar store after graduation. 

“My professors have been extremely supportive of me taking on my own endeavors,” Marshall said. His Recording Industry Studies Advisor Cutler Armstrong encourages him, even though he knows he won’t be going into music. 

The support comes from students as well. “People have genuinely wanted to see me succeed,” Marshall said. For example, in his Audio Capstone course, the class is helping record a commercial for Naptown Thrift, recognizing how they could complete their assignment and help Marshall at the same time. 

While ICS didn’t need to help Marshall figure out what to do with his life, Career Advisor Courtney Rousseau has assisted him in finding his way through the Career Planning Strategies course. “A lot of students are looking for jobs and internships. I love what I do already. The valuable thing in that course is Courtney helping me be more goal oriented. You have to have some sort of plan of what the next steps will be.” 

As Marshall graduates, he might be more likely to apply for building permits than jobs, but following his passion will be a solid step toward reaching his goals. 

A Runway from the Midwest to High Fashion 

 

Growing up in Tipp City, Ohio, the closest Meredith Coughlin ’18 got to the fashion world was glossy magazines. Reading the periodicals helped her learn about fashion, the editors, and what it would take to make it in the industry. 

Meredith Coughlin ’18But while Coughlin didn’t end up in fashion school, the Butler Human Communication and Organizational Leadership major used Internship and Career Services (ICS) to go after exactly what she wanted: A career in fashion. 

After a summer spent managing a boutique in Northern Michigan, Coughlin had experience with creating visual displays, directing photo shoots, executing a fashion show, buying products, and running social media. When she returned to campus in the fall, she was determined to reach her goal of working in fashion in New York City. 

She worked with ICS to improve her cover letter, but Career Advisor Courtney Rousseau, and Internship Advisor Scott Bridge, both knew Coughlin was venturing into uncharted territory for most Butler students. Coughlin was set on finding her internship on her own. “I knew what I desired was different,” she said. And sure enough, Coughlin, with ICS’s support and a great cover letter, earned an internship with Oprah Magazine in New York City. 

After that experience, Coughlin doubled down. In the fall semester of her junior year, she spent time studying fashion merchandising at The Westminster School of Fashion in London, a prestigious fashion program, through the Institute for Study Abroad-Butler. Then she completed another fashion internship on the East Coast with Vineyard Vines the next summer, all before her senior year. 

“I’ve always wanted real-life experiences,” Coughlin said. “Whenever I’m interning, I feel like I can see this is helping the store, this is helping the magazine, this is helping the company. I love to see the end result and accomplish my goals.” Coughlin’s story shows students they don’t have to wait until senior year to have hands-on learning experiences. 

The risks she took—moving to a place where she knew no one, building a career without a network in a new city—were tempered by the passion for the work. “I don’t follow the path. I seek out what I know I am passionate about. You don’t want to invest your time into something you aren’t passionate about,” Coughlin said. As she looks forward to graduation, Coughlin will certainly be able to design her own career to fit her passions. 

Making His Own Way

 

If you saw a resume for Anthony Murdock II ’17, it would show evidence of how he met with Career Advisor Courtney Rousseau at ICS about opportunities before he was even enrolled in classes. It would list internships with the Sagamore Institute and the City of Indianapolis. After graduation, the Political Science and Religion major is looking ahead to law school. A very traditional career path. 

And yet, Murdock is using creativity and innovation to create movements that didn’t exist before he stepped foot on campus, which has changed the way he sees his future. 

Anthony Murdock II ’17As an African American man and as a commuter, Murdock sometimes found himself in uncomfortable, outsider situations. He credits the challenge with giving him the opportunity to help advocate for other students. Butler ended up to be the perfect place for him to hone his leadership skills. 

“It put me in a place to say, ‘Are you going to let people you don’t know define who you are by the color of your skin and where you come from, or are you going to use this platform and opportunity of being marginalized to help yourself help other people?’ And that is what I decided I was going to do,” Murdock said. 

Murdock took that experience to heart and made a power move. With his fraternity brothers from Alpha Phi Alpha Fraternity Inc., they developed a new brand on campus. #PowerMovesOnly is a wave, a movement, and a shift in culture. The brand, fueled by hashtags and positive interactions with others, promotes success-oriented lifestyles and actions. “We were men who understood that it is one thing to do something for a moment and it is another to create sustainable change,” Murdock said of the beginning of the brand. “It was purely something we loved to do—see people benefit with great social meaning,” Murdock said. 

Murdock also founded Bust The B.U.B.B.L.E., a student movement that promotes the perspectives of students of color at predominantly white institutions through diversity education, cultural awareness, and action-oriented activism. 

Before his experience at Butler, Murdock thought he would take the traditional path: Practice law, run for office, become a political analyst. Yet his untraditional experience on campus, and skills in starting brands and organizations creating change, has brought him to another path. It still includes law school, but will veer in a different direction: Murdock will pursue sustainable social justice change in Indianapolis. 

His empowering messages and actions toward change isn’t only shaping students’ experiences at Butler, but allowing Murdock to define his own career path as well. 

AcademicsStudent Life

Pathways for Success

Stories of the way less traveled

by Monica Holb ’09

from Spring 2018

Read more
AcademicsPeople

Butler Librarian Wins National Award for Innovation

BY

PUBLISHED ON Mar 21 2018

Butler Business Librarian Teresa Williams, who teaches information-literacy sessions for many Lacy School of Business courses, wanted to find a way to provide more in-depth instruction on the business resources students should be using for their information needs.

"I was aware of workshops taught at other universities, but those focused mainly on teaching students how to use subscription research databases," she said. "The library subscribes to those types of databases for business research, but they are expensive and can be accessed only by current Butler students, faculty, and staff."

So Williams developed a workshop to teach Butler students how to find and use alternative business information resources that are reliable, free, and publicly accessible—information resources students can use while at Butler and later as they move into their professional careers.

On March 16, the Association of College and Research Libraries—the primary professional association for most U.S. librarians working in higher education—recognized her with the Innovation in College Librarianship Award. The prize is given annually to members who have demonstrated a capacity for innovation in their work with undergraduates, instructors, and/or the library community.

In recognizing Williams' work, Award Chair Eric A. Kidwell, who is Director of the Library, Professor, and Title IX Coordinator at Huntington College, said librarians working on information-literacy programs are most often focused on teaching students about resources for their academic work while they're in school. But the vast majority of those resources are subscription resources that will no longer be accessible once the students cease being students.

“What impressed the committee about Williams’ submission was the focus on teaching students about research resources available to them post-graduation as they transition into their careers and into their communities,” he said.

Williams developed her Business Research Workshop in 2014, then conducted a pilot program for the Butler Business Consulting Group interns and staff. It grew from there. Since then, she has taught the workshop for over 100 participants, including undergrads, MBA students, faculty and staff.

The workshop is free, and anyone from Butler can attend. Resources discussed in the workshop include government search portals, trade sites, advanced Google tools, and public library offerings for the business community.

Participants who complete the workshop receive a Certificate of Completion, and she said many students include the accomplishment on their resumes and apply the information learned during their business internships.

Williams has been at Butler for 11 years as Business Librarian and liaison to the Lacy School of Business.  Prior to that, she worked for the Carmel Clay Public Library, the IU School of Medicine, and PriceWaterhouse. She earned her Bachelor's in Business and a Master of Library Science from Indiana University, and a Master of Arts degree in Journalism from The Ohio State University.

"Teresa's Business Research Workshop is distinctive because it focuses on helping students make the transition from using the expensive subscription databases they use in their coursework to freely available resources they can use as they enter the workforce," said Julie Miller, Butler's Dean of Libraries. "I am delighted the selection committee recognized this project as a model for other academic libraries."

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

 

AcademicsPeople

Butler Librarian Wins National Award for Innovation

Teresa Williams created the Business Research Workshop.

Mar 21 2018 Read more

Entrepreneurship is in His DNA

Cindy Conover Dashnaw

from Spring 2018

Sixteen-hour work days? Jeremy Baldi ’09 loves them—as long as he’s spending them working for himself. 

In less than a decade, the student who majored in Biology “because it strongly interested me, not for career planning” has started two companies that are bringing significant improvements to the medical industry. In fact, he’s working with some of the most innovative players in synthetic DNA research today. 

And he’s not done yet. 

“I enjoy everything about starting companies: The challenges in the first year or two, the 16-hour days, the working weekends, the late nights. It’s an adrenaline rush, really exciting because it’s yours and you’re influencing something greater than yourself.” 

Though his formal education may not have led directly to his career choice, Baldi said the Butler experience taught him how to network, which turned out to be key to successful entrepreneurship. 

Networking led directly to the creation of Baldi’s current company. An acquaintance, Rob Moseley, was considering how to build a business around a new DNA assembly technology invented by Dr. Henrique De Paoli in Knoxville’s Oak Ridge National Laboratory. 

“Unfortunately, a bottleneck still exists in R&D’s (research and development) design and build stages, which leads to increased costs and research slowdowns. That’s where we were stepping in, streamlining these stages for scientists and improving efficiencies up to tenfold,” Baldi said. “Rob and Dr. De Paoli brought the technical and scientific knowledge, and I was able to bridge the business gap: I had my Butler science background, and I’d already started one company. After a few months, Rob realized the value I would add and asked me if I was interested in becoming a co-founder.” 

He was. The two co-founders recruited a Chief Technology Officer as a third founder and formally established SimPath (simpathinnovations.com) in early 2016. Basically, researchers place orders for synthetic DNA for use in testing and SimPath builds it to their specifications, allowing research scientists to test hundreds of ideas in a fraction of the time and cost of current technology. 

Networking with an acquaintance had sparked Baldi’s first startup, too. 

“A family friend was in an industry where there was a strong need, but antiquated methods. We created a plan to take advantage of technology and analytics,” Baldi said. The startup, Archway Physician Recruitment, is a placement firm now helping hospitals and medical groups find physicians. 

Baldi said his extracurriculars at Butler University taught him valuable lessons about forming fruitful relationships. 

“I learned a lot about networking through being a fraternity President and coordinating a charity 5K race. When you’re in high school and even college, you think of networking as a buzzword. You realize when you get out of college that networking is so multi-faceted and might be the most important thing.” 

He said networking has opened many avenues to people and companies he’d never dreamed of connecting with while a Butler student: The CEO of Foundation Medicine, a global leader in connecting physicians and their patients to the latest cancer treatment approaches; the CEO of EDP Biotech, committed to developing simple, accurate and cost-effective diagnostics for early disease detection; and members of the business team at Google. 

Baldi would like to see Butler further its blend of science and business. “In the lab where we licensed our technology, for example, a lot of the scientists had no business background at all. In today’s world, everyone needs to know the basics of business. And we need to start exploiting the many avenues today’s technology gives us within the Science Department.” 

Academics

Entrepreneurship is in His DNA

Sixteen-hour work days? Jeremy Baldi ’09 loves them—as long as he’s spending them working for himself. 

by Cindy Conover Dashnaw

from Spring 2018

Read more
AcademicsStudent Life

David Brooks to Deliver Spring Commencement Address

BY

PUBLISHED ON Apr 06 2018

David Brooks, an op-ed columnist for The New York Times, and a commentator on The PBS Newshour, NPR’s All Things Considered, and NBC’s Meet the Press, will deliver Butler University's 162nd Commencement address on Saturday, May 12, at Hinkle Fieldhouse.

Brooks will receive an honorary doctor of humane letters. In addition, Butler will honor the legacy of the late Julia and Andre Lacy by presenting posthumous honorary doctor of humane letters degrees in their memory. Nearly 900 students are expected to receive their diplomas. Commencement will start at 10:00 AM.

“Butler has made a concerted effort to celebrate civil discourse this year, both inside and outside the classroom,” President James Danko said. “Our campus has welcomed thought leaders who demonstrate humility and respect for diverse opinions—including Senator Richard Lugar, Congressman Lee Hamilton, Rev. Dr. Jamie Washington, historian Doris Kearns-Goodwin—and now author, columnist, and commentator David Brooks. They each bring to life the greater good that can be achieved through intellectual and civic engagement.”

Brooks has been a columnist at The New York Times since 2003, weighing in on the most pressing issues of our time. He has also written four books, the most recent of which was a New York Times bestseller.

In his most recent book, The Road to Character, Brooks writes that we live in a culture that encourages us to think about how to be wealthy and successful, but many of us are left inarticulate about how to cultivate the deepest inner life. He suggests we should confront our own weaknesses and grow in response.

Brooks earned a bachelor’s degree in history from the University of Chicago and, from there, became a police reporter for the City News Bureau, a news service owned by the Chicago Tribune and Sun Times. He then worked at The Washington Times and The Wall Street Journal for nine years, serving as op-ed editor at The Journal.

Brooks has covered Russia, the Middle East, South Africa and European affairs. While at The Journal, he also served as movie critic and editor of the book review section.

Recognized as champions of business and education throughout Central Indiana, the Lacy Family offered their time, talent, and philanthropy to causes that improved communities and the well-being of others. Their most notable act of generosity came in 2016, when they made the largest gift ever given by an individual or family to Butler, $25 million, renaming the School of Business the Andre B. Lacy School of Business.

Butler's selection of commencement speakers and honorary degree recipients is a result of a nomination process, the feedback received from Butler community members, and the formal approval of the Board of Trustees.

More about Spring 2018 Commencement activities is available at www.butler.edu/commencement.

 

Media contact:
Rachel Stern
rstern@butler.edu
317-940-9257

 

 

 

AcademicsStudent Life

David Brooks to Deliver Spring Commencement Address

The op-ed columnist for The New York Times will deliver Butler University's 162nd Commencement address on Saturday, May 12, at Hinkle Fieldhouse.

Apr 06 2018 Read more
AcademicsPeople

What Makes a Leader? Professors' Research Offers Insight

BY

PUBLISHED ON Feb 16 2018

WHAT MAKES A LEADER? PROFESSORS’ RESEARCH OFFERS INSIGHT

ON  

When most think about leadership, a CEO, or All-Star, or conductor might come to mind. Think Jeff Bezos, LeBron James, or Yo-Yo Ma. 

Turns out, we may have it all wrong.  

That’s according to new research from two Butler University Lacy School of Business professors. Instead of relying primarily on those at the top to lead—and only those at the top—the most successful organizations are full of individuals who lead from wherever they are, according to their research.  

“We have a top-centric idea of leadership in America and we tend to attribute far too much of the performance of an organization to the person at the top of it,” said Craig Caldwell, Associate Dean of Graduate and Professional Programs. “That doesn’t accurately describe reality of how work gets done and it often results in the rest of us feeling like we are powerless cogs. Many people think that because they are not in a formal management role in the company, or the superstar of the team, they cannot be a leader. Our research shows that you can have a significant impact no matter where you are in an organization.” 

Caldwell and Jerry Toomer, along with their co-authors, conducted more than 80 interviews across three sectors–business, the arts, and sports—to find out what traits define those individuals who make teams better. They call this The Catalyst Effect, which is also the title of their book that was published this week.  

The book highlights 12 key competencies, centered on four cornerstones, that are the foundation of catalytic behavior. These competencies were gleaned from interviews with a wide cross-section of people, including bass players and concert masters, amateur athletes and professional athletes, business leaders and technical professionals.  

“The magic of being a catalyst that sparks team performance is the ability to master most of the 12 competencies and use them in concert, at the right time,” said Toomer, an Executive Partner and Adjunct Professor. “The catalytic effect is maximized by using all of them to elevate the performance of the team.” 

The four cornerstones are:  

  • Building credibility 
  • Creating cohesion 
  • Generating momentum 
  • Amplifying impact  
     

“My hope is that with this research we invite team members to realize that they can lead without formal authority. That they can lead from wherever they are, in whatever setting they work or play,” Toomer said. “We almost always think about leadership from a position of authority in traditional organization structures. This suggests that the most successful teams and organizations value everyone leading in unique, value-adding ways.” 

Now, they say, the key is to train individuals in organizations to look for talent in a new way. If CEOs, for example, have a better understanding of the catalyst effect, they may change the metrics they use to identify talent. 

“Right now, we look for superstars—those who sold the most in dollar volume, who stuffed the stat sheet in the last game or played the most notable solo,” Caldwell said. “Our research team believes that we have a lot of people flying below the radar. We need to view our high performers in new ways.”

Media contact:
Rachel Stern
rstern@butler.edu
317-940-9257

 

AcademicsPeople

What Makes a Leader? Professors' Research Offers Insight

Craig Caldwell and Jerry Toomer have a new book, "The Catalyst Effect."

Feb 16 2018 Read more
Brain
Academics

Outsmarting the Test: Concussions & ImPACT

BY Rachel Stern

PUBLISHED ON Jul 31 2018

INDIANAPOLIS – Before the start of most seasons, chances are high that athletes have gone through a computerized exam called ImPACT, or Immediate Post-Concussion Assessment and Cognitive Testing. It is a process that has become almost synonymous with preseason conditioning tests and two-a-days.

The ImPACT Test, one of the most widely used of several similar concussion management tools, is a computer-based test that measures shape recall, reaction time, attention, working memory, and other mental abilities. Individuals are given the test to establish a baseline score at the start of a season, then those who suffer a head injury are tested again before being allowed to return to play.

But, baseline results may not be as accurate as ImPACT claims.

According to new research from Butler University Director of Undergraduate Health Science Programs, Dr. Amy Peak, and former Butler health science student Courtney Raab, individuals are outsmarting the test. Previous studies, including one cited by ImPACT’s “Administration and Interpretation Manual,” say 89 percent of ‘sandbaggers,’ or individuals purposefully doing poorly on the test, are flagged. But, according to Peak and Raab’s research, only half are caught.

“If baseline scores aren’t accurate, that could likely lead to individuals returning to play before they are healed, or individuals returning to normal activity prior to their brain being ready,” Peak says. “This is a very dangerous situation because it is clear that individuals who have had one concussion are at greater risk of having subsequent concussions.”

So why cheat the system?

Many athletes don’t want to miss playing time. In fact, a study found in 2017 that nearly a third of athletes didn’t give their best effort on computerized neurocognitive tests, such as ImPACT.

The ImPACT Test is key when it comes to making return to play decisions. Though not the only determining factor, comparing test scores is routinely something trainers or doctors do to see if the individual can return to action or regular activities.

“Athletes get smart about how to take this test and they admit to wanting to return to action as soon as possible,” Peak says. “Some athletes ignore the risks, and just want to play, so if this test can be cheated, they will do it.”

Their research shows that those who attempted to sandbag were successful, as long as they didn’t try to do too poorly on the test.

There were 77 volunteers who participated in the study, 40 of whom were told to sandbag the test and 37 of whom were told to try their best. Of the 37 volunteers in the control group, none were flagged for invalid results. But of the 40 sandbaggers, 20 successfully tricked the test.

The key to not getting flagged by the test was to get questions wrong, but not too many questions.

“The group that scored much lower than our control got flagged, but the group that did bad, but not too bad were not caught,” Peak says. “Our research revealed that you can get away with doing poorly, sneak through with a low score, if your score isn’t outrageously low.”

Instead of the 89 percent rate of catching sandbaggers that previous research suggests, Peak and Raab’s research revealed just a 50 percent rate. However, Peak says, the takeaway is not to scrap the entire ImPACT Test. Peak says their research points to the fact that key aspects of the widely used test should be reevaluated.

The ImPACT Test’s five built-in invalidity indicators, which are designed to flag results which suggest underperformance, are not working well, she says. Peak and Raab’s research found that only two of those indicators detected more than 15 percent of test takers who tried to trick the test.

“There are some invalidity indicators that are really ineffective. Our research showed us that these indicators are not sensitive enough,” Peak says. “There are many things to consider. Are the indicators even right? Maybe the cutoffs should be higher? These are all important questions. But one thing we do know is that a much greater percentage of individuals can purposefully underperform without detection and we need to delve deeper into how to improve the test.”

 

Brain
Academics

Outsmarting the Test: Concussions & ImPACT

 Butler University researchers show individuals outsmart popular concussion test 50% of time.

Jul 31 2018 Read more
AcademicsStudent Life

'The Mall' Lets First-Year Students Publish

BY Peyton Thompson '20

PUBLISHED ON Mar 22 2018

First-year class president Elizabeth Bishop is a Marketing and Strategic Communications double-major who has always had a passion for writing.

So when Jim Keating, the instructor in her First-Year Seminar (FYS) course Utopian Experience, and some of her friends encouraged her to submit her writing to The Mall, she said she would.

The Mall is a journal dedicated to showcasing exemplary FYS work. First-year students can submit a piece of literary analysis and criticism, a creative writing piece, or a personal essay. Bishop said she will be submitting an analysis of alienation in literature and why it is so common among characters.

"I'm so excited to have the opportunity to have my work published in The Mall," Bishop said. "I've really enjoyed my FYS and I feel as though it has definitely helped me develop as a writer. I think it's wonderful that Butler is giving us this opportunity and I'm highly anticipating reading everyone's entries!”

The Mall, now in its fifth year, was created by Adjunct Professor Nicholas Reading, with a push from English Professor Susan Neville.

"She sparked the idea of publishing student’s work, and just needed someone to take initiative and do it,” Reading said.

He said students are not required to have a certain grade on their work to submit. It is also possible to submit multiple papers, and in some cases, be published twice.

The most recent edition of The Mall was 201 pages, with all different kinds of pieces submitted by students. In all, 34 papers were published.

Reading said The Mall serves three primary goals:

-To present to the Butler community the FYS program and increase awareness about the program and the work that is produced in FYS courses.

-To build an FYS learning resource for instructors so that they will have the opportunity to use published essays as learning tools in the classrooms and to provide models of exemplary FYS writing to new students.

-To empower first-year students and give their voices and opinions a forum to be heard.

The Mall is edited by FYS students. Throughout the process, students exercise the peer-review and collaborative learning skills practiced in their FYS courses. Similarly, the journal provides a forum for students to be published and have an opportunity to showcase their work.

“Our purpose is to empower students in their writing," Reading said. "That is the end goal. To understand that the written word will always be an integral and indispensable facet of our existence. To understand that as writers, we have the opportunity to participate in larger discussions that work to elevate us all. To own that voice, and use it passionately and responsibly, can be an exhilarating feeling. And we try to showcase the results of that journey.”

Goals of FYS

  • To reflect on significant questions about yourself, your community, and your world.
  • To develop the capacity to read and think critically.
  • To develop the capacity to write clear and persuasive expository and argumentative essays with an emphasis on thesis formation and development.
  • To gain an understanding of basic principles of oral communication as they apply to classroom discussion.
  • To understand the liberal arts as a vital and evolving tradition and to see yourself as agents within that tradition.
  • To develop capacities for careful and open reflection on questions of values and norms.
  • To develop the ability to carry out research for the purpose of inquiry and to support claims.

                                                         

 

 

 

AcademicsStudent Life

'The Mall' Lets First-Year Students Publish

The journal is dedicated to showcasing exemplary FYS work.

Mar 22 2018 Read more
Academics

Butler Introduces The New York City Learning Semester

BY

PUBLISHED ON Nov 29 2017

Students will spend a semester interning and learning in Manhattan.

For more than a decade, Butler University has been offering students a chance to spend a semester interning and taking classes in Washington DC. Beginning in fall 2018, students will have that same opportunity in New York City.

Rusty Jones, Faculty Director of the Center for High Achievement and Scholarly Engagement, said the New York City Learning Semester will be offered to juniors and seniors of all majors with a minimum 3.0 grade-point average.

Butler will offer six credits of internships and nine credits of electives related to New York. The University is arranging for housing, either in the city or Brooklyn Heights.

“I think the experience provides the opportunity for significant personal and professional growth,” Jones said. “Our students will live and work in the nation’s largest city, developing valuable work experience, while also learning from the diverse, multi-cultural population in Manhattan.”

The New York program will be similar to DC in that students will work as interns Monday through Thursday for 30 hours. Two, three-credit courses will be offered during the semester in subjects such as City as Text and Public Art and Architecture. A New York offering might include an Intro to Wall Street course, Jones said.

Those classes will meet Tuesday and Wednesday nights.

In addition, three, one-credit courses will be offered on various weekends. In Washington, for example, Political Science Professor Terri Jett is scheduled to teach a Black History course that includes a visit to the National Museum of African American History and Culture, and Sociology Professor Antonio Menendez has taught a class on immigration.

“Most of the students in DC choose to take all the classes,” Jones said. “I think they find them fun and they leave DC as real experts in that area.”

Jones said after students are accepted to the program, he will meet with them individually to help them line up an internship in New York. He also will be checking with Butler alumni in New York to see if they have internship opportunities.

“Butler people tend to be very loyal,” he said. “I wouldn’t be surprised if they’ll be excited to have Butler students come and intern with them.”

Claire Jacobi, a Sports Media and Strategic Communications major from Batavia, Illinois, spent a semester in Washington interning at the United States Holocaust Memorial Museum. She said she strongly encourages Butler students to study in a different city, whether it be across the country or across the world.

“I loved my experience in Washington DC,” she said. “It was eye-opening, fun, and allowed me to take a huge step out of my comfort zone. It gave me real-life experiences and I feel it helped prepare me for life after college.”

Students have until February to apply for the New York trip, and Jones said he doesn’t expect to limit the number of students who can participate.

“There’s plenty of time for students to work with their advisers and figure out if this is a fit,” he said. “I want anybody who participates to make sure they stay on track with their graduation plan, and if it does fit their professional goals and their academic goals, I’d love to see them in the program.”

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

Academics

Butler Introduces The New York City Learning Semester

For more than a decade, Butler University has been offering students a chance to spend a semester interning and taking classes in Washington DC. Beginning in fall 2018, students will have that same opportunity in New York City.

Nov 29 2017 Read more
Academics

#ButlerBound: Where are They Now?

BY Jeff Stanich '16

PUBLISHED ON Nov 16 2018

For five years, the #ButlerBound program has delivered good news to prospective students around the country. With a personal touch and a lot of drool, Trip - Butler’s live mascot - surprises future Bulldogs with their acceptance letters or scholarship announcements.

We followed up with three current students who once received the furry herald to hear about their #ButlerBound experience and to find out what they are doing now.

 

Allan Schneider

One room. Dozens of applicants. Only a few full-ride scholarships on the line.

This is the stressful scene Allan Schneider sets while recounting the final leg of a marathon he’d been on his entire life to get to Butler University. As an Indianapolis native, Allan couldn’t help but view Butler as the cream of the crop when it came to colleges. But the reality of actually attending was a little more sobering.

“It was always my number one choice, but by the time I was applying it fell because of the cost,” Schneider says, now a psychology major in the Class of 2022. “I only felt that the scholarship interview went fine, which didn’t boost my confidence. But the worst part was hearing it would be three more weeks before I found out if I got it.”

But it would only take three days.

After being instructed to stay in his study hall to show prospective parents and students around, Allan heard one of his teachers, a Butler alumna herself, shriek in delight down the hall.

“Then in walks Trip with his handler and he asks: ‘Are you Allan Schneider?’ I knew right away what was happening. All I could think was: don’t look like an idiot,” Schneider says. “That was the start of the best day of my life. For sure.”

Trip and his handler, Michael Kaltenmark, didn’t have to travel far that day. Allan’s study hall room at Bishop Chatard High School is only three miles east from Butler’s campus. They arrived by van, but had it been Allan on the other end of Trip’s leash, they would’ve arrived on foot.

Allan had been running cross country for most of his life, an extracurricular that sent him on a path through Butler’s campus almost every day for practice. As a kid, every student and professor with whom he interacted was friendly and treated him like an equal. That warmth stuck with Allan, setting the expectations high for his Butler experience even after accepting the scholarship.

But time and time again, Butler continues to exceed those expectations. After underperforming on an exam, one of his professors offered to walk him through all the questions he had, which was when Allan recognized the professor sincerely cared about how he was doing.

“Not just in the class, but in my everyday life, which kind of shocked me,” Schneider says. “This really made me realize how incredible everyone at Butler is, and how the people here truly care about you and want you to succeed in every aspect of your life.”

For the younger Allan Schneider who once ran through Holcomb Gardens as a child, he is living a dream come true.

The bell tower is still ringing with every passing hour. The campus remains home to friendly faces. And he is still running, growing every step of the way.

 

Keelen Barlow

It’s only ever taken one question to find Keelen Barlow in a game of Guess Who: “Does your character wear a Butler t-shirt?”

“I’ve been wearing one for as long as I can remember, probably since I was two. That’s when my grandpa and grandma started taking me to all the basketball games at Hinkle,” Barlow says. “This place has always been a second home for me ever since.”

Which is why it was all the more special when, in the middle of an otherwise average week, Keelen’s mom made sure he didn’t have any plans made for the following Wednesday after school. Surprises like this weren’t the norm in the Barlow household, so Keelen started working on some theories.

He knew he was waiting to hear if he had been accepted into Butler. He knew his mom wouldn’t set aside time for bad news. He also knew that another Indianapolis native, Allan Schneider, got a personal visit from Butler’s live mascot, Trip, with the news that he was Butler Bound after reading about it in the IndyStar.

Days later, while watching a soccer game with his buddy Jared, Keelen voiced his suspicions for the very first time: “What if Trip is coming to my house on Wednesday?”

He was spot on.

Many members of his extended family gathered around on that Wednesday, including the grandma he’s continued going to every basketball game with after his grandpa passed when he was five. Then, right on cue, Trip and Kaltenmark knocked on the door with a special delivery.

“I don’t necessarily want to say that every moment of my life had been leading up to that, but…” Barlow says, “that’s kind of exactly how it felt.”

Now, as a journalism major in his first year, Keelen is still going wherever the next hunch takes him. But no matter where every uncertain lead goes, whether it's covering a local beat for class or on assignment for the Butler Collegian, Keelen knows he is exactly where he needs to be.

“Back when I made my first official visit, my current advisor Scott Bridge told me: ‘We’d love to have you. And whether you come here or not, know that I’m here for you,’” Barlow says. “He spoke to me like I was a real person, not another applicant. I didn’t feel that anywhere else.”

Unlike other first-year students, Keelen has a deeper appreciation for the way campus has evolved without losing its essence since he first arrived as a child. Because, in a way, the same can be said of him.

“Of course I still wear Butler t-shirts,” Barlow said. “There’s just a whole lot more around me now.”

 

Brooke Blevins

You probably can’t describe a seahawk as well as you can count off teams and schools that use the bird as its mascot. South River High School in Edgewater, MD, is one of those schools.

So you can imagine the confusion South River’s players and fans felt as a bulldog panted his way into the locker room before a women’s basketball game.

But that night, Brooke Blevins felt clarity. She was going to be a bulldog, too.

“My younger brother and I hadn’t put Butler on our list of schools to visit initially, but it ended up being on the way between other options,” says Blevins, now a sophomore studying with the College of Communications. “I knew right away once I got to campus that Butler was a place I could definitely call home.”

That feeling ended up being the key ingredient to her success. Because being 600 miles away from home for the first time not only brought the occasional wave of isolation, it also left Brooke without plans for her first fall break. With her new peers making plans for quick visits home to reconnect with family and friends, Brooke’s options dwindled as the days passed.

“But then someone recommended that I apply for the Fall Alternative Break, and honestly everything I’ve really loved about Butler since started with that trip,” Blevins says. “Doors for more and more opportunities just keep opening up.”

After spending a long weekend in Kentucky by helping with affordable housing projects, Brooke put herself up to be on the committee for the following year’s trip. She turned those connections into a job with the volunteer center on campus. Then into a six-month internship in Singapore working in her dream field of event management, all while juggling the demands of a double-major in Human Communication & Organizational Leadership and Strategic Communication.

That’s a full plate for any student, but one that Brooke never takes for granted.

“I’ve discovered new passions and ways to follow them to their highest potential,” she says. “Even though I feel like I’ve already been able to do so much with my time at Butler, I know there is still so much more to look forward to.”

Brooke traces all the excitement in her voice back to that night in her high school gymnasium, when the desire to attend Butler was fulfilled in the form of bulldog waiting just for her.

“I see Trip every once in a while on campus, but I can’t be sure if he recognizes me since he’s always surrounded by a crowd of students.”

A crowd of students who, just like Brooke, see that bulldog and know they’re home.

Academics

#ButlerBound: Where are They Now?

Hear from three current students who once received #ButlerBound visits to find out what they are doing now.

Nov 16 2018 Read more
AcademicsPeople

Phi Beta Kappa Visiting Scholar to Talk About the Microbial World

BY

PUBLISHED ON Feb 27 2018

Amy Cheng Vollmer, a Swarthmore Professor who has helped create initiatives to promote adult science literacy and increase diversity in the science, technology, engineering, and math fields, will speak at Butler University on March 26 at 7:00 PM in Jordan Hall Room 141 as part of the Phi Beta Kappa Visiting Scholars Program.

Admission is free and open to the public. For more information, contact Rusty Jones at 317-940-6552.

The title of her talk, which is sponsored by the Phi Beta Kappa Theta of Indiana Chapter and Butler's Center for High Achievement and Scholarly Engagement, is The Microbial World: Small and Ancient is Not Primitive or Unsophisticated.

Vollmer is the Isaac H. Clothier Jr. Professor of Biology at Swarthmore. Her teaching, which incorporates active learning in large and small classes, includes microbiology, biotechnology, metabolism, and introductory biology; her research focuses on the regulation of the response of bacteria to environmental stress. She has authored works on basic bacterial genetics and physiology and on applied and environmental microbiology.

Serving in numerous leadership capacities as a member of the American Society for Microbiology, she was the 2006 recipient of the American Society of Biology’s Carski Distinguished Undergraduate Teaching Award. She is past president of the Waksman Foundation for Microbiology.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

AcademicsPeople

Phi Beta Kappa Visiting Scholar to Talk About the Microbial World

Amy Cheng Vollmer's talk is open to the public.

Feb 27 2018 Read more
AcademicsArts & Culture

Professor Lynch's Book Named One of 2017's Best by The New York Times

BY

PUBLISHED ON Jan 03 2018

The New York Times has selected Butler English Instructor Alessandra Lynch’s Daylily Called It a Dangerous Moment as one of the 10 best books of poetry in 2017.

“You can read 20 pages into Lynch’s book before you fully realize it’s about a sexual assault—and this is to her credit,” wrote David Orr, author of the “On Poetry” column for The New York Times Book Review. “She wants to show an act of violence in all its terrible particularity and also in the way it becomes a background against which identity trembles and sometimes fractures. It’s difficult to read this collection without thinking about how timely it is, but its force is in no sense dependent on that congruity.”

The full article is here.

Lynch is the author of three collections of poetry: Sails the Wind Left Behind (winner of the New York/New England Award from Alice James Books, 2002), It was a terrible cloud at twilight (winner of the Lena-Miles Wever Todd Award, Pleaides/LSU Press, 2008)and Daylily Called It a Dangerous Moment (Alice James  Books, 2017). She has received fellowships from The Corporation of Yaddo, the MacDowell Colony for the Arts, and the Vermont Studio Center, and she has been the recipient of a Barbara Deming Award and a Creative Renewal Fellowship for the Arts from the Indianapolis Council for the Arts.

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

AcademicsArts & Culture

Professor Lynch's Book Named One of 2017's Best by The New York Times

The New York Times has selected Butler English Instructor Alessandra Lynch’s Daylily Called It a Dangerous Moment as one of the 10 best books of poetry in 2017.

Jan 03 2018 Read more
AcademicsPeople

Dean Shelley Honored for Contributions to Teacher Education

BY

PUBLISHED ON Feb 01 2016

Ena Shelley, Dean of Butler University’s College of Education (COE) since 2005 and a professor in the College since 1982, has been selected to receive the Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education from the American Association of Colleges of Teacher Education (AACTE).

The award will be presented to the Dean on February 23 in Las Vegas.

The Pomeroy Award is given to a person or persons who have made exceptional contributions to AACTE, to a national or state organization involved in teacher education, or to persons responsible for the development of exemplary teacher education initiatives.

Shelley provided the leadership to create the first Butler University memo of understanding between the University and the Indianapolis Public Schools (IPS) to establish Shortridge Magnet High School for Law and Public Policy (now Shortridge International Baccalaureate High School). In addition, she led creation of the IPS/Butler University Laboratory School, focused on early childhood and elementary education.

She also was instrumental in bringing Reggio-inspired educational practices to Indiana through the Indianapolis Reggio Collaborative. She was able to bring an international exhibit from Reggio Emilia, Italy, to the Indiana Statehouse for a six-month stay that provided many professional development experiences for hundreds of educators from around and beyond the state.

“Each success in the College of Education is not from a solo experience in my role as a Dean, but rather it is a beautiful symphony created by colleagues in the College and in the schools,” Shelley said. “There is a saying that ‘a leader is only as good as the team that surrounds them,’ and I have found that to be very true. I truly have the dream team in my College.”

Shelley’s approach to education is well known around the COE and Butler: “The College of Education believes we must prepare our students for schools as they should be, not simply perpetuating schools as they currently exist. We must be willing to explore with our students the difficult issues of inequities that exist in our schools and society and to help them to become agents of change.”

Shelley’s COE colleagues said her efforts on behalf of the College, its faculty, staff, and students have been outstanding.

“She has always been charismatic, clear in her vision and integrity, but at her core profoundly decent and kind,” said Professor of Education Arthur Hochman. “This is the reason that she makes so many connections, achieves what might appear impossible, and the reason that so many want to walk in her wake.”

“If you are looking for a positive educator and advocate who challenges the status quo and works tirelessly at lifting up the greatest profession in the world, then look no further,” Associate Dean Debra Lecklider wrote on Shelley’s behalf.

Shelley earned her Bachelor of Science, Master of Science, and Doctor of Philosophy from Indiana State University.

“Each day I see the future of education in the talented young people who have chosen it as their vocation,” she said. “These young people could do anything, and they want to teach. I see great teachers doing extremely difficult work as I spend time in the schools. It will be up to our society to invest in educators by valuing the teaching profession and remembering that our democracy was founded on providing a free public education to all citizens.”

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

AcademicsPeople

Dean Shelley Honored for Contributions to Teacher Education

Ena Shelley, Dean of Butler University’s College of Education (COE) since 2005 and a professor in the College since 1982, has been selected to receive the Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education from the American Association of Colleges of Teacher Education (AACTE).

Feb 01 2016 Read more
Academics

Butler's Student-Run Insurance Company To Open August 1

BY

PUBLISHED ON May 03 2017

Butler University’s MJ Student-Run Insurance Company, which will insure items such as the University’s live mascot bulldog Trip, rare books, fine art, and observatory telescope, has received licensing approval from the Bermuda Monetary Authority, moving it one step closer to opening.

The student-run operation—known in industry terms as a “captive insurance company”—is scheduled to officially begin work on August 1.

“This allows us to take the premiums, that in the past were going to an insurance company, and have them stay in the captive, to be reinvested in loss control,” said Zach Finn, Clinical Professor & Director of Butler’s Davey Risk Management and Insurance Program, who will supervise the students. “Butler will save and potentially make money” by someday going beyond Butler’s boundaries to insure others.

Butler’s Lacy School of Business created the insurance company as a way to give students hands-on experience that will prepare them for an industry that anticipates needing 400,000 new employees by 2020. Finn said approximately 1,900 American universities have accounting programs, and 900 have finance programs, but only 82 offer insurance and risk programs. Risk Management and Insurance majors at the Lacy School of Business will not only graduate having had two internships, but they will have run an insurance company and participated in all aspects of it.

The money to start Butler’s captive insurance company came from a gift from MJ Insurance and Michael M. Bill.

“We’re thrilled to not only be involved from a financial perspective, but also as part of the education process,” said Colin MacNab, Executive Vice President of Property & Casualty at MJ Insurance. “I served as a mentor in the first Captive Insurance class at Butler, and can attest that the experience these students gain in creating the captive is unparalleled, and are coming out of school prepared to make an immediate impact. One of the students who served a key role in preparing and delivering the application to the Bermuda Authority is joining MJ as a full-time employee after she graduates in May, and will fast track due to the knowledge and experience she brings with her Butler degree.”

Finn said that in addition to teaching the business students about insurance and risk management, business students also will learn about things like the planets through their work at the planetarium and rare books and how to preserve them, thanks to their time spent at the library.

“I wanted to pick coverages where not only would the students learn about insurance and risk management, but they would learn about other things,” Finn said. “So we’ve learned about poets, paintings, planets and more. I am going to leverage the great liberal arts education they receive at Butler.”

Under the terms of its license from the Bermuda Monetary Authority, the captive insurance company will be able to pay out losses of up to $250,000 a year.

Finn said the company chose to be licensed in Bermuda based on the student’s objective and subjective analysis of the regulatory and tax environment in multiple domestic and international domiciles. He said the students who have been working to start the captive company saw the result of their efforts in early April when they appeared before the Bermuda Monetary Authority to get the company licensed.

“They have Fortune 500 companies that have to go through five and six rounds of question-and-answer sessions to get approved by the Bermuda Monetary Authority,” he said. “We were approved right out of the gate.”

Students and faculty also had the opportunity to meet with the Bermuda Business Development Agency and “we could not have felt more welcome on the island,” Finn said.  “Bermuda is a key pillar of the Global insurance market and we are excited that the captive gives us a seat at the table.”

The new company has the backing of Aon, the world’s largest insurance broker.

“Aon fully embraced the opportunity to do more than just manage the student-run captive with Butler University,” said Don Ortegel, Resident Managing Director at Aon Risk Solutions Chicago and Butler’s strategic account manager. “We view this as a great opportunity to demonstrate our commitment to support and educate the Butler students. The Butler University captive partnership fits nicely with our existing Launch and Business Internship Programs and Aon’s recently announced Chicago apprenticeship program to train and attract talent to the Industry.”

KPMG will be auditors of the captive.

“When I first learned of the Butler University student-run captive, I found their story very interesting and compelling,” said Eric Heinrichs, Managing Director at KPMG in Bermuda and Lead Engagement Partner. “I very much look forward to working with the Butler students on this endeavor and exploring the different ways that we can work together to further help students taking part in this program to have a rewarding and fulfilling experience.”

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

Academics

Butler's Student-Run Insurance Company To Open August 1

Butler University’s MJ Student-Run Insurance Company, which will insure items such as the University’s live mascot bulldog Trip, rare books, fine art, and observatory telescope, has received licensing approval from the Bermuda Monetary Authority, moving it one step closer to opening.

May 03 2017 Read more
Commencement
AcademicsCampus

Be a Positive Force for Others, Singh Tells December Grads

BY

PUBLISHED ON Dec 16 2017

See yourselves as pioneers with big ideas and as a generation with transcendent vision, 2017 Winter Commencement speaker Kanwal Prakash (KP) Singh advised Butler University’s 150 newest alumni.

 

“You already know that many of you will travel to destinations outside the familiar,” Singh, a prolific Indianapolis-based artist who came to the United States from India 50 years ago, said during the December 16 ceremony at Clowes Memorial Hall. “You will be facing an increasingly interconnected and intensely competitive world. Immersing yourselves and understanding cultural and civic frameworks in place will be an important first step to unlocking your first doors. Know that there is much to learn from other struggles and experiences.”

Singh, who was awarded an honorary doctorate, said he and his family were among the millions who faced life and death challenges at the time of the Partition of India in 1947 and during their escape to safety in the new India. His goal since then has been to radiate a spirit of “Charhdikala” (positive optimism) in all seasons “and dedicate my life to ideas that make a difference.”

He recommended that the graduates “be a willing shoulder and positive force for others,” and that they shape a future that best reflects our collective gifts and universal hopes.

Singh also said the graduates should leave behind unfounded stereotypes of faiths, cultures, and communities different from their own.

“In today’s multicultural society with a wide spectrum of backgrounds, lifestyles, and perspectives, it is critical to adopt and exercise the art and spirit of mutual respect; be a trusted team player; and as a leader, to tap all talents for the tasks at hand,” he said.

The December 2017 graduates included 50 students from the Lacy School of Business, 44 from the College of Liberal Arts and Sciences, 32 from the College of Education, nine from the Jordan College of the Arts, eight from the College of Communication, and seven from the College of Pharmacy and Health Sciences.

Former Trustee Robert Postlethwait and his wife, Kathi, also received honorary degrees. President James M. Danko praised the Postlethwaits as “exemplars in their dedication to serving others.”

Robert Postlethwait advised the graduates to “take care of your brain, feed the hungry, and routinely evaluate the impact you’re having on people and issues you care deeply about.”

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

Commencement
AcademicsCampus

Be a Positive Force for Others, Singh Tells December Grads

See yourselves as pioneers with big ideas and as a generation with transcendent vision, 2017 Winter Commencement speaker Kanwal Prakash (KP) Singh advised Butler University’s 150 newest alumni.

Dec 16 2017 Read more
AcademicsPeople

Lisa Brooks Named New Dean of JCA

BY

PUBLISHED ON Nov 16 2017

Lisa Brooks’ career at Butler has been a series of progressions—from Violin Professor to Assistant Chair of the School of Music and Director of the Graduate Program to Chair of the School of Music to Interim Dean of the Jordan College of the Arts.

And now, Dean.

Provost Kate Morris announced Brooks’ appointment as Dean of Butler’s Jordan College of the Arts on November 15 at the conclusion of a two-year national search.

“With each role she has held, Lisa has demonstrated her commitment to students, faculty, and staff, both within the College and across the University,” Morris said.

Brooks said when she took over as Interim Dean on June 1, there was a question about whether she would be able to advocate for the other departments in JCA—Dance, Theatre, Arts Administration, and Art + Design.

“I’m a music professor,” she said. “I’m a musician. I’m sure there were people in the college saying, ‘Will she be able to not be music-centric?’ And I didn’t know, either. So I took over June 1, and by mid-August I thought, ‘I can do this job.’ I believe that I’ve proven to my colleagues in the other disciplines that I can be their advocate.”

So she applied for the position.

As Interim Dean, Brooks has already put her stamp on the College. She and the JCA department chairs have replaced the 4-year-old Butler ArtsFest with JCA Signature Events, which provide more student-centered experiences followed by a public performance. The Signature Event on November 14-15, for example, featured theatre artist Tim Miller, who presented workshops for students and an evening show for the public.

Brooks said her immediate goals for JCA are to reconnect with and energize alumni, and to become “a major player in arts education in Indianapolis.”

“The college’s vision is to become a nexus of the arts in Indianapolis through education and performance, and to become a destination for innovative undergraduate arts education,” she said.

Brooks received both a bachelor’s and master’s degree in Violin Performance from West Virginia University and earned her doctorate in Violin Performance from the State University of New York at Stony Brook. She came to Butler from Baylor University in fall 1994 with her husband, Davis, as part of Butler’s first tenure-track faculty job share.

“It was actually quite forward-looking for Butler to hire us as a job-sharing couple,” she said. “That enabled us to do a lot of performing in the community as violinists. We also have two kids, so it was a great way to balance life, and it worked out well. They knew that they got more than 100 percent from the two of us, and they didn’t care how we split the position. They said, ‘Here are the duties. Do it.'”

They did. Lisa plays in the Indianapolis Chamber Orchestra, and both serve as substitutes for the Indianapolis Symphony Orchestra. (Davis retired from full-time teaching in spring 2014.)

Brooks said she will continue to teach—she has six students this semester—and serve as an academic adviser.

“You can really lose touch with students when you sit in this office,” she said. “You don’t see them frequently, and you can lose touch with the very thing you’re advocating for. So I think it’s important for a Dean to teach, and I’m going to continue to do so.”

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

AcademicsPeople

Lisa Brooks Named New Dean of JCA

Provost Kate Morris announced Brooks’ appointment as Dean of Butler’s Jordan College of the Arts on November 15 at the conclusion of a two-year national search.

Nov 16 2017 Read more
AcademicsCommunity

Butler Business Consulting Group Posts Impressive Numbers

BY

PUBLISHED ON Nov 15 2017

To tell the story of the Butler Business Consulting Group (BBCG), it helps to look at the numbers.

The BBCG, which helps businesses solve their challenges, has worked with 94 clients, including Roche Diagnostics, Defenders, Hitachi, Eskenazi Health Foundation, and MJ Insurance.

Trent Ritzenthaler, left, discussed the 10-year anniversary of the BBCG with Inside Indiana Business host Gerry Dick.

It’s generated over $10 million in revenue— $7 million of which has been returned to help continue to fund academic programs in the Lacy School of Business.

About 192 Lacy School of Business student analysts have had an internship with the BBCG, and they have participated in over 300 projects with client companies representing 40 different industries.

And now, the BBCG has a number of its own to celebrate. The group is marking 10 years of serving the Indiana business community, Butler University students, and the University this year.

Executive Director Trent Ritzenthaler is proud of those numbers. He’s even more proud of the stories behind the numbers.

‘A great business model’

One of Ritzenthaler’s favorites to tell is about the BBCG’s longtime relationship with Estes Design and Manufacturing, a family-run sheet metal fabricator on Indianapolis’ Eastside and one of the consulting group’s longest-standing clients.

In 2008, Ritzenthaler said, Estes approached the BBCG about increasing sales of its products, which include metal fabricated mailboxes and metal cabinets. Estes bends the metal needed to manufacture those products.

The BBCG did a sales-effectiveness project for Estes, which led to the consulting group serving as Estes’ outsourced marketing team. BBCG professionals and student-interns worked with the company on a new website, blog, and marketing campaign. As a result, Estes hired BBCG as its marketing department—a role the consulting group continues to play.

That was just the beginning.

Over the years, the BBCG has guided Estes through potential acquisitions of other companies, provided outsourced financial services support, and even provided a short-term loan from the BBCG Investment Fund to purchase a piece of equipment integral to the growth of their operations.

“We’ve helped bring a lot of positive change to that company in a lot of ways, and they’ve been a great partner in doing so, allowing our professional staff and student analysts to play tangible roles in bringing about those positive changes,” Ritzenthaler said.

Estes Design President Tim Estes agreed.

“The professionalism they have exhibited and the whole model of using interns, whether they be undergrad or grad students, has been great,” he said. “They’ve got a great business model. I tell Trent all the time that I would have killed to have done something like that in college and been able to get that experience.”

The beginning

The BBCG got its start in 2005 thanks to a $22 million grant from the Lilly Endowment Inc. to help accelerate experiential learning.

A portion of the funds were used to create what was initially called the Butler Business Accelerator. With the money came a mission: Help Indiana companies that have been in business for five years and were generating between $5 million and $50 million in sales grow, prosper, hire more people, achieve their goals, and stop Indiana’s brain drain.

The Accelerator started serving clients in 2007 and then became the BBCG in 2012.

Ritzenthaler said the BBCG provides benefits not only to its corporate clients, but to Butler (both by earning money and by familiarizing companies with Butler and its programs) and to Butler students (for internships and experiences that help them start and advance their careers). He called it “the cyclical positive effect of those things on each other.”

As an example, he cited the BBCG’s work with MJ Insurance.

Initially, the insurance company signed on for help with marketing strategy and sales processes design. Later, the partnership expanded to include digital strategy development. As that was occurring, MJ’s Chief Operating Officer joined the BBCG Consulting Advisory Board, MJ donated money to name Butler’s new student run captive insurance program, MJ hired several graduates from the Lacy School of Business, and an MJ representative joined Butler’s Davey Risk Management Program Board of Advisors.

And in October, a member of Butler’s Information Technology staff moved over to MJ full time to serve as their new Chief Information Officer.

“You’re helping students, who are helping clients, who are hiring students and donating back to the university and helping academic programs,” Ritzenthaler said. “That is a dynamic set of positive changes for all of the stakeholders involved.”

How students benefit

Kate Allen ’15 interned with the BBCG as a student and worked on at least five projects. Allen said she was given great responsibility and autonomy. She had three other internships while at Butler, and the BBCG, “was a totally unique environment.”

Allen now works in finance for Eli Lilly and Co. She credits her experience at the BBCG with helping her get ahead.

“Being able to use my interpersonal skills and problem-solving skills in the BBCG and then apply that to my first full-time job has been really helpful,” she said.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

AcademicsCommunity

Butler Business Consulting Group Posts Impressive Numbers

To tell the story of the Butler Business Consulting Group (BBCG), it helps to look at the numbers.

The BBCG, which helps businesses solve their challenges, has worked with 94 clients, including Roche Diagnostics, Defenders, Hitachi, Eskenazi Health Foundation, and MJ Insurance.

Nov 15 2017 Read more
AcademicsPeople

Butler's Realizing The Dream Scholarship Winner Is...

BY

PUBLISHED ON Nov 07 2017

Kayleigh Pletch, a second-year Liberal Arts Exploratory major student from Frankfort, Indiana, has been selected as Butler University’s 2017 winner of the Independent Colleges of Indiana’s Realizing the Dream scholarship.

 

Matthew Scott and Kayleigh Pletch

This scholarship goes to students who are first in their families to go to college, have been selected by their colleges for outstanding achievement in their first year, and are successfully advancing towards completing their bachelor’s degrees.

Pletch and 30 other students from Indiana’s independent colleges and universities, and their most influential elementary or secondary teachers, were honored on November 4 at the 28th annual “Realizing the Dream” banquet. The event, made possible by a grant from Lilly Endowment Inc. to the Independent Colleges of Indiana, recognizes first-generation tudents attending ICI campuses, along with their inspirational teachers and families.

Pletch will receive a $2,500 check to help with college costs. Additionally, each student’s selected most influential teacher/mentor will receive a $1,000 professional development grant. Pletch chose her high school social studies teacher Matthew Scott from Clinton Prairie High School.

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

AcademicsPeople

Butler's Realizing The Dream Scholarship Winner Is...

Kayleigh Pletch, a second-year Liberal Arts Exploratory major student from Frankfort, Indiana, has been selected as Butler University’s 2017 winner of the Independent Colleges of Indiana’s Realizing the Dream scholarship.

Nov 07 2017 Read more
AcademicsCommunity

Butler Launches Online Master’s in Risk and Insurance

BY

PUBLISHED ON Jul 12 2018

Butler University's Lacy School of Business will introduce an online Master of Science in Risk and Insurance (MSRI) program—among the first of its kind in the nation—beginning in January 2019 to help address the gap between the risk and insurance industry’s personnel needs and the limited talent pool that exists in today’s job market. 

The degree is intended to serve students who aspire to advanced roles in corporate risk management. It will also serve students with a few years of finance or legal experience seeking employment in the insurance field, as well as early-phase professionals already working for insurance firms in both property and casualty, and life and health, and students who have an undergraduate degree in risk and insurance and want to pursue advanced study in the industry. 

More information about the program is available www.butler.edu/msri. Applications will be open beginning August 1.

“The need for risk management professionals in the professional services industry is well-documented," said Donald J. Ortegel, Resident Managing Director of Aon. "The good news is that the trend line is positive for professionals with a specific, applicable risk management four-year degree. Someone holding an advanced degree or additional education in this area would have an edge over other professionals competing for open and career-advancement opportunities.”

The part-time MSRI program will be conducted exclusively online, except for two required in-residence experiences—one on the Butler campus at the start of the program and one at the end of the program in the “world's risk capital,” Bermuda. Coursework will take approximately 24 months to complete.

Zach Finn, Clinical Professor and Director of Butler’s Davey Risk Management and Insurance program, said Butler's goal with the new MSRI program is to prepare students for an industry that anticipates needing 400,000 new employees by 2020.

"As one insurance executive said in our focus group: 'This degree is an automatic $10,000 raise for any employee who acquires it,'” said Victor Puleo, Butler Associate Professor of Risk Management and Insurance, who will run the MSRI program.

The MSRI curriculum will include content dealing with property and casualty, and health and life. It also will have unique and hard-to-find courses on insurance-linked securities and a hands-on opportunity to run a captive insurance entity.

Puleo said graduates of the program will have access to some of the best jobs available for corporate risk managers. Other candidates will be able to enter or accelerate their careers with insurance carriers and brokers. High-caliber graduates from this program will possess the capability to attain senior level positions in these firms.

Butler already boasts a robust undergraduate program for Risk Management and Insurance, including the MJ Student-Run Insurance Company, known in industry parlance as a “captive.”

The company, the first of its kind for a university, insures Butler programs and items including the live mascot Butler Blue III, rare books, artwork, and the telescope at the Holcomb Observatory. Students learn how to write the insurance policy and what the coverage terms will be, and they're figuring out how to finance the company. In doing so, they are able to apply their risk-management expertise in accounting, investments, and numerous other areas.

 

Media contact:
Marc Allan MFA '18
mallan@butler.edu
317-940-9822

 

 

AcademicsCommunity

Butler Launches Online Master’s in Risk and Insurance

"This degree is an automatic $10,000 raise for any employee who acquires it."

Jul 12 2018 Read more

Taking Pharmacy Skills to a North Carolina Indian Reservation

Meghan Blais '17

When I first learned about the opportunity to work on an Indian Reservation during my sixth-year pharmacy rotations, I immediately knew I wanted to apply. As students, we are lucky enough to have a few options to choose from when applying, but I knew I wanted to go to North Carolina—partly because I had peers who had told me great things about the site and partly because I was familiar with the Smoky Mountains and the beauty in that area. So, when I received my schedule and saw that I would be going to North Carolina, during the fall no less, I was ecstatic. My rotation is in Cherokee, North Carolina, and as its name implies, it is at the Cherokee Indian Hospital, which serves the Eastern Band of Cherokee Indians. But it is not a reservation. The Eastern Band owns the land; they built the hospital too, and anyone who steps foot into the facility can see that. The culture of the tribe is reflected in almost every facet.  But the culture is also reflected in the care, and that is why I wanted so badly to have a rotation at this site.

Mountains

 

Throughout my entire month, I will have the opportunity to learn and apply my time in the classroom to real situations, but I will also be able to learn about a patient population, a culture that I have limited experience with, and about how there is more to healthcare than just medicine.

Within these next few posts, I will try to convey my time and experiences in North Carolina.  And as the saying goes, a picture is worth a thousand words.  I’ll start off with this one of the sunrise from the top of the mountain just outside of town.

Rotations for Butler students start on Mondays, unless there is a holiday, but those are always exceptions to the rule.  And, since our rotation sites change every four weeks, it is pretty much like starting a new job every month.  This rotation was no different.  I reported to work bright and early on Monday morning where I went through orientation for the better part of the morning.  I had my picture taken, received my ID badge, and got a brief tour of the facility before being dropped off at the pharmacy to meet my preceptor and the other students on rotation (I had already met one of them since the hospital has housing for its students—my roommate was from a pharmacy school in upstate New York!). Meghan Blais with Waterfall

Then I got a quick tour and information session about the pharmacy, which fills on average, 1000 prescriptions a day.  The amazing thing about the Cherokee Indian Hospital is that is serves as both an in-patient and out-patient facility.  Primary care doctors and pediatricians have offices in what was known as the clinic—a large building which houses 12 different medical teams and serves over 18,000 enrolled members.  There is an emergency department, a lab, an eye care clinic, and a dental clinic.  In addition to this, there is also a 20-bed facility which houses patients who are admitted to the hospital, a wound care clinic in conjunction with physical therapy, and a complementary and alternative medicine center.  This is where I would be working for a month!Cherokee Syllabry

In the afternoon, I was trained on their electronic health record system, then was taken on a more in-depth tour of the hospital.  It was during this tour that I started to learn more about the people I would be serving during the month—the Cherokee Indians.  I was told about the importance of nature and the environment around someone during the healing process, which is why the hospital is built in a way such that every room has a window with a beautiful view of the mountains.  I also learned about how the hospital was built to be the center of care for this community and how important it was that the community was reflected within the walls of the hospital.  On the floor, you can see the river and its banks, an important aspect of life to the Cherokee.  At one end is the spider which is said to have brought fire to the community.  At the other end, a water beetle, which brought water to the community.  The entrance that was built to look like a basket weaved by a local woman, known as the Rotunda.  The artwork, most of which was done by local artists, which incorporates the Cherokee syllabary—the language of the tribe.  It is truly beautiful!

As much as I loved taking in all the different aspects in the hospital, though, I love working with the patients too!  I jumped right in on Tuesday, where I worked in one of the counseling rooms, talking with patients about their medications.  This is such an important part of pharmacy, and it is one of my favorite parts really.  These interactions allow me to get to know someone, to find common ground and create a relationship that promotes trust and improved care.  As the week progressed, I moved into the anticoagulation clinic—where patients taking warfarin (or Coumadin) would follow-up and work with pharmacists to ensure proper management—and into the actual clinic, where pharmacists were called on to follow-up with patients on a wide range of conditions, such as high blood pressure, diabetes, and tobacco cessation.  Being able to work in an environment that provides me with so many different opportunities is phenomenal, and I know it is making me a much more well-rounded student pharmacist!  With one week under my belt, I am excited to get back and do more next week.  Until then, we have a weekend to explore all that Cherokee, NC has to offer!

Returning to a rotation site after the first week takes on a whole new look because at this point, you have had a week to learn your way around, ask questions, and find your groove in the work place.  The great thing about this rotation was the daily changing of tasks.  No two days were the same for me.  Some days I would counsel in the morning, then work with the teams in the clinic in the afternoon.  Other days I would work in the anticoagulation clinic, better known as a Coumadin clinic.  Most importantly, though, every day I had a chance to talk with patients, ask questions, and help make decisions about their care.

A huge part of the reason I love pharmacy and what I do is due to the interactions and communication with both patients and other healthcare providers.  Pharmacists have an amazing opportunity to not only help the patient but to advocate for them within the healthcare team.  At the Cherokee Indian Hospital, there were about 10 medical teams of caring for about 20,000 patients! So, it is understandable that communication is key to be successful.  Doctors relied on pharmacists to help care for the patients beyond simply supplying medications.  Clinic pharmacists worked directly with patients to help them better control their diseases, such as diabetes and high blood pressure.  As a student, I had a unique opportunity to lead some of these sessions, to interview patients, determine potential gaps in care, and problem-solve to close those gaps.Cherokee Seal

In addition to my patient care responsibilities, weeks 2 and 3 of my rotation also brought me opportunities to present at the monthly P&T (pharmacy and therapeutics) meeting.  P&T meetings are not exclusive to 1 hospital; if a location has a formulary—a list of approved drugs available for use in the pharmacy and hospital—it has P&T meetings.  Having the opportunity to present at these meetings, as a student, is a little less common, so I was very excited to have the chance to do this while on rotation!  My presentation was also a bit different since it was not a drug proposal but rather an educational review on the recommended treatments for irritable bowel syndrome.  I will spare you from my nerd talk, and simply say it was an excellent way for me to learn about a disease state I was not very familiar with and to provide an informative session to the doctors on staff about the available options for their patients. 

Suffice to say that the middle weeks of my rotation were busy ones.  But, with each week completed, we earn a weekend to explore.  Cherokee is in an amazing location—both Gatlinburg and Asheville are an hour’s drive away.  The Great Smoky Mountain National Park and Blue Ridge Parkway both have entrances a few miles from the student housing.  The new presence of forest fires, however, have casted a smoky haze over the town making hiking and exploring the mountains a bit more difficult. The tourism season is winding down, so town is much less crowded.  However, the other students and I still found time to explore some of the shops, many filled with handmade crafts by local artists, and to watch the Chicago Cubs win the World Series (I was much more excited about this than any of the other students, but they offered support for me while I cheered at the TV).  It is amazing that I am nearly done with my rotation already, but I have one week left and a few more new experiences to come.  Stay tuned, and in the meantime, check out these pictures and the stories they tell within the hospital!

The last week of a rotation is always a confusing time—on one hand, you have finally become acclimated to the location and feel comfortable with all your tasks, on the other hand, you are about to leave just as you started to get settled in.  My last week at the Cherokee Indian Hospital was still filled with new experiences though, and new students (you can see them all below)!  But most importantly, my last week was filled with reflection and appreciation for all the experiences I had this month.

I had the chance to sit in with the pharmacy resident and the physician who operates the pain management clinic.  I also had a chance to go into the in-patient side of the hospital for table rounds—a quick way for everyone on the medical team to receive updates about the patients currently being treated.  It is easy to think that the primary topic of these conversations would be the medicine, but it wasn’t.  Many of the topics and updates focused on the patient and his or her life, struggles taking place outside the hospital.  Some touched on the forest fires, which were threatening the homes of some of the patients.  Others focused on reunions of family deaths and how this time of the year, the holiday season, can be difficult. 

In all these conversations, though, one thing remained the same—compassion.  It can be easy to get caught up in the medicine; after all, there are so many novel treatments and interesting research trials to capture the eye.  There is more to that though, and that is what my time in Cherokee taught me.  Care comes in all forms—sometimes it is a hospital room with a spectacular view of the mountains, other times it is a simple question of ‘how are you doing?’    


Group of Students

I have always wanted to do something with my life that serves others.  For a while, I thought about being a teacher (I still do, but in pharmacy now!), and then I found pharmacy.  It combined my love for math and chemistry with the ever-changing world of medicine.  But most importantly, it provided me with an outlet to show compassion and make a difference in others’ lives, to have an impact.  But truthfully, my month in Cherokee made a difference in my life and had an impact on me. 

If someone would have asked me when I started my journey at Butler if I could have imagined it would take me here, my answer would have been no.  I was not keen on being away from family, traveling to a place where I know no one.  But, here I am now, a month later and I can’t imagine my rotation schedule without Cherokee.

If there is one thing I want to share (apart from the pictures of course), it is this—don’t be afraid to do something different, to go somewhere new.  Learning happens all around us when we step outside the classroom, all you must do is talk to others and listen in return.

AcademicsCommunity

Taking Pharmacy Skills to a North Carolina Indian Reservation

When I first learned about the opportunity to work on an Indian Reservation during my sixth-year pharmacy rotations, I immediately knew I wanted to apply.

AcademicsStudent Life

Butler Selects Top 100 Students

BY

PUBLISHED ON Jan 26 2018

The Alumni Association has announced Butler University's Top 100 students, honoring the top juniors and seniors for the 2017–2018 academic year.

The list is below, and Butler Collegian coverage is here.

The Top 100 students are determined by the Top 100 Selection Committee composed of representatives of each of the six colleges, student affairs, academic affairs, and alumni. Each candidate is judged against the core values of the program on a numeric scale. At the end of the judging period, all scores are tabulated, and the Top 100 students are selected.

Visit the Top 100 website to view guidelines for the program.  

The Alumni Association in conjunction with the Office of Student Affairs conducts the Outstanding Student Recognition program. The program is in its 57th year.

Due to a tie in scoring, more than 100 students are being honored for the 2017–2018 academic year. All honorees will be recognized at the Outstanding Student Banquet on April 13, when the Top 15 Most Outstanding Students will be announced. 

Full Listing of Honorees (in alphabetical order)

Katie Allee, senior, Communication Science and Disorders, College of Communication (CCOM)

Lynn Alsatie, junior, International Studies, College of Liberal Arts and Sciences (LAS)

Siena Amodeo, junior, International Management, Lacy School of Business (LSB)

Deborah Arehart, senior, Middle-Secondary Education, College of Education (COE)

Thomas Baldwin, senior, Biochemistry, LAS

Adam Bantz, senior, Strategic Communication, CCOM

Alex Bartlow, senior, Accounting, LSB

Leah Basford, senior, International Management, LSB

Zach Bellavia, senior, Economics, LSB

Bri Borri, junior, Psychology, LAS

Lauren Briskey, junior, Actuarial Sciences, LAS

Amy Brown, senior, Accounting, LSB

Rachel Burke, junior, Mathematics, LAS

Jeremy Caylor, junior, Biology, LAS

Parker Chalmers, junior, Risk Management, LSB

Lauren Ciulla, junior, Biology, LAS

Brooklyn Cohen, junior, ELED.BS, COE

Hannah Coleman, senior, Pharmacy, College of Pharmacy and Health Sciences (COPHS)

Dana Connor, senior, Communication Science & Disorders, CCOM          

Vickie Cook, junior, Biochemistry, LAS

Meredith Coughlin, senior, Human Communication & Organizational Leadership, CCOM

Ryan Cultice, junior, Accounting, LSB

Ashley Dale, senior, Physics, LAS

Erin Dark, junior, Pharmacy, COPHS

Darby DeFord, junior, Biology, LAS

Matthew Del Busto, junior, English Literature, LAS

David Dunham, senior, Middle-Secondary Education, COE

Suzanne Dwyer, junior, Pharmacy, COPHS

Shelby Eaton, junior, Sociology and Psychology, LAS

Katie Edwards, senior, Marketing, LSB

Ashlyn Edwards, junior, Philosophy, LAS

Sarah Elam, junior, International Studies, LAS

John Evans, junior, Finance, LSB

Chiara Evelti, senior, International Studies, LAS

Hannah Faccio, senior, Psychology, LAS

Megan Farny, junior, Health Sciences, COPHS

Elizabeth Fecht, senior, Middle-Secondary Education, COE

Megan Fitzgerald, junior, Elementary Education, COE

Annie Foster, junior, Spanish, LAS

Caitlyn Foye, senior, Biology, LAS

Travis Freytag, junior, Actuarial Sciences, LAS

Jackie Gries, junior, Pharmacy, COPHS

Nathan Hall, junior, History and Political Science, LAS

Hannah Hartzell, senior, Strategic Communication, CCOM

Patrick Holden, senior, Pharmacy, COPHS

Jonny Hollar, junior, Marketing, LSB

Kate Holtz, junior, Risk Management, LSB

Nicholas Huang, senior, Finance, LSB

Karla Jeggle, senior, Actuarial Science, LAS

Nathan Jent, junior, Health Sciences, COPHS

Drew Johnson, senior, Pharmacy, COPHS

Jakob Jozwiakowski, senior, Chemistry, LAS

Colton Junod, senior, Biology, LAS

Libby Kaufman, senior, Elementary Education, COE

Nida Khan, junior, Pharmacy, COPHS

Rachel Koehler, junior, International Studies, LAS

Caroline Kuremsky, senior, Elementary Education, COE

Carly Large, senior, Accounting, LSB

Emily Lawson, junior, Chemistry, LAS

Rachael Lewis, senior, Marketing, LSB

Becca Lewis, junior, Biology, LAS

Kayla Long, junior, Critical Communication & Media Studies, CCOM

Nicholas Maicke, senior, International Studies, LAS

Kelsey McDougall, senior, Biology, LAS

Kirsten McGrew, senior, Pharmacy, COPHS

Kasey Meeks, junior, Health Sciences, COPHS

Rachel Metz, senior, Health Sciences, COPHS

Joshua Murdock, senior, Pharmacy, COPHS

Kelly Murphy, senior, Organizational Communications, CCOM    

Garrick Nate, junior, International Studies, LAS

Emily Nettesheim, junior, Health Sciences, COPHS

Alexis Neyman, junior, Biology, LAS

Olivia Nilsen, junior, Communication Science & Disorders, CCOM

Gehrig Parker, senior, Sports Media, CCOM

Justin Poythress, junior, Accounting, LSB

Tori Puhl, junior, Actuarial Science, LAS

Salman Qureshi, senior, Biology, LAS

Courtney Raab, senior, Health Sciences, COPHS

Jordan Rauh, senior, Pharmacy, COPHS

Allison Reitz, senior, Communication Science & Disorders, CCOM          

Kate Richards, senior, Communication Science & Disorders, CCOM         

Sophie Robertson, junior, Dance, Jordan College of the Arts (JCA)

Abdul Saltagi, junior, Biology, LAS

Kaitlyn Sawin, senior, Marketing, LSB

Olivia Schwan, junior, Marketing, LSB

Abby Sikorcin, junior, Health Sciences, COPHS

Sundeep Singh, senior, Biology, LAS

Molly Smith, senior, International Studies, LAS

Maree Smith, senior, Marketing, LSB

Lilli Southern, junior, Communication Science & Disorders, CCOM

Madison Stefanski, junior, Elementary Education, COE

Isaiah Strong, junior, Recording Industry Studies, CCOM

Jennifer Sutor, junior, Marketing, LSB

Natalie Van Ochten, senior, Biology, LAS

Alexander Waddell, junior, Accounting, LSB

Skyler Walker, senior, Pharmacy, COPHS

Kate Warma, junior, Science, Technology and Society, LAS

Riley Wildemann, senior, Pharmacy, COPHS

Alexander Wright, senior, Chemistry, LAS

Heather Wright, senior, Music, JCA

Jill Yager, senior, Biology, LAS

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

AcademicsStudent Life

Butler Selects Top 100 Students

Recipients to be recognized at April 13 banquet.

Jan 26 2018 Read more
AcademicsStudent Life

A Voyage to Irwin Library Yields Research Opportunities

BY

PUBLISHED ON Apr 17 2018

Only a couple of copies of the book Atlas to Cook’s Third Voyage, 1776-1780 (London, 1784) exist. Butler's Irwin Library owns one of them, and on a recent Thursday morning, sophomore Rachel Counts was looking at a map in the atlas, which details Capt. James Cook's three voyages to the South Seas.

She was putting together a proposal for a research project as part of the course "Close Encounters," a first-year seminar History Professor Paul Hanson teaches for History and Anthropology majors. Her topic was linguistics, and she was looking at the different spellings on Cook's map—Owyhee for what we now know as Hawaii, Niphon for Japan, Corea for Korea—as she and her classmates familiarized themselves with the kinds of primary-source materials that are available in the library's collection.

"Some of the books I was going to look at I found online," said Counts, who came to Butler from Powell, Ohio, outside Columbus. "But it's very different when you have a piece of history in your hands. You're living through that, rather than looking at a screen. It makes it more real—and, for me, more exciting."

The Cook Atlas is part of the William F. Charters South Seas Collection, which contains nearly 3,400 books and is one of the most extensive compilations the library owns. Sally Childs-Helton, Head of Special Collections, Rare Books, and University Archives, said that for a school its size, Butler has a large collection of materials that cannot be found elsewhere.

She said everything that comes into the library's archives must either reflect the history of the university or must be used for current teaching needs. The Charters collection, which was donated to the University in 1930, fits into that second classification.

Childs-Helton said students need to have access to materials like this that "haven't been spun, Photoshopped, or put into other contexts."

"Primary sources are the closest things we have to time travel," she said. "They have that power of immediacy to take you back to when a particular item was created. It's a very powerful experience to be sitting there, for example, with a copy of a letter that you know was written on a Civil War battlefield vs. that same letter being digitized and you're seeing it online or transcribed and printed in a book."

Childs-Helton said it's vitally important for students, especially at this point in their careers, to learn how to handle primary-source materials if they're going to do research. Her goal—and she works with classes in all six of Butler's colleges to accomplish it—is to teach them how to handle the materials carefully to preserve them for future scholars. (Special Collections follows best practices of conservation and preservation, protecting materials from light, temperature fluctuation, bugs, and theft/mishandling. "These materials are protected as well as they can be," Childs-Helton said.)

She also wants students to appreciate the potential these sources have to make their research the best it can be.

Hanson, who has written several books about French history, often uses primary sources for his research. He said that the nature of archival research has been a current topic for discussion among professional historians because it has been announced that the Barack Obama Presidential Library will be virtual—no stacks of documents and letters, but an entirely digital collection.

"You would have to look a long time to find a historian who would tell you they'd rather see a digital copy of something rather than hold a book in their hands," Hanson said.

That feeling was evident among his students too. Maggie Jones, a junior from Elwood, Indiana, had requested four books from the Charters collection, including one Charles Darwin wrote about his experiences on the second voyage of the HMS Beagle. She was looking through a book by George French Angas called Polynesia: a popular description of the physical features, inhabitants, natural history and productions of the islands of the Pacific for research on the environment of 19th century South America.

As a history and anthropology major, she's interested in how the natural environment of a place contributes to the lives of the people.

"While it's convenient to have information online, there's just something about actually having the book and knowing that this is actually part of history," she said. "That's really cool to me, knowing that they're a part of history."

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

 

 

AcademicsStudent Life

A Voyage to Irwin Library Yields Research Opportunities

Rare books collection gives students the chance to look at primary sources.

Apr 17 2018 Read more
AcademicsStudent LifePeople

Ten Butler Students Selected for Orr Fellowships

BY

PUBLISHED ON Feb 13 2018

Ten Butler students from the Class of 2018 have landed two-year jobs after graduation through the Orr Fellowship program, which recruits and evaluates candidates based on academic excellence, extracurricular involvement, and leadership qualities and matches them with local companies.

The students (and companies) are:

Claire Cox (Allegion)

Zach Bellavia (Ascend Indiana)

Cole Geitner (DemandJump)

Bailey Padgett (FirstPerson)

Benjamin Evans (hc1.com)

Eleanor McCandless (Innovatemap)

Sarah Thuet (OurHealth)

Hayley Brown (Probo Medical)

Mariam Saeedi (RocketBuild)

Kaitlyn Sawin (Vibenomics)

Some 1,100 students competed for 70 possible positions with 47 companies across central Indiana.

The Orr Fellowship facilitates in-depth interviews that connect local decision makers to top young professionals.

“What began as a simple idea – attract talented new graduates to central Indiana’s workforce and grow them into business leaders and entrepreneurs over the course of two years – has evolved into a program infusing the community with hundreds of entrepreneurial, high-achieving and civic-minded Orr Fellows and alumni,” said Karyn Smitson, Orr Fellowship Executive Director.

Named for the late Indiana Governor Robert D. Orr, the Orr Fellowship develops the next generation of business leaders and entrepreneurs in Indianapolis. The Fellowship is designed to create a foundation for career success and a talent pipeline for the Indy business community.

Since its inception in 2001, Orr Fellowship has placed nearly 400 Fellows with some of Indiana’s leading companies, and many Fellows have gone on to form their own companies.

 

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

 

AcademicsStudent LifePeople

Ten Butler Students Selected for Orr Fellowships

These members of the Class of 2018 have two-year guaranteed jobs.

Feb 13 2018 Read more
Virtual Anatomy Table
Academics

Technology is Shaping the Way PA Students Are Learning

BY

PUBLISHED ON Sep 12 2017

Innovative additions to the program give students new ways to view the human body.

A virtual cadaver table. Ultrasound systems. Fresh-tissue labs. These are some of the new ways that Butler PA students are learning their craft and gaining experience in the workings of the human body.

“All three of these together are really innovations in our curriculum and will help shape our understanding of the human body,” said College of Pharmacy and Health Sciences Professor Jennifer Snyder, who runs the PA program.

The cadaver table, called an Anatomage, came to Butler thanks to a grant written by the University’s Information Technology department and co-funded by Dean Robert Soltis and the College. The Anatomage—think of a 7-foot-long iPad—allows users to explore 3D images of the human body, inside and out.

You can wipe away layers of skin. Remove muscle or take bone. Stand up the table or lay it flat.

“The students can see in a different dimension what they can’t get with models or a skeleton hanging on a post,” Snyder said. “It’s bringing technology to the classroom and professors can create lectures around the table to enhance learning.”

Previously, professors used plastic models to illustrate their points. “Never in the past have we been able to isolate individual systems within the body,” she said. “We could show every bone, but we couldn’t show bone, muscle, and vascular systems and how they interact together. Now we can peel away skin, peel away bone. They could never get this view from a model. It really makes it alive in a way we haven’t been able to do before.”

Snyder said the Anatomage is going to help students’ understanding of spatial relationships between parts of the body. And the technology suits today’s learners. The tables will be used in the College’s undergraduate and graduate anatomy courses.

“This really meets the students where they are,” she said. “They like technology, and if that’s what they like, they’re going to learn what they need to learn more quickly and easily.”

A standard way for medical students to learn anatomy is to look inside the body by working on cadavers. But working on embalmed, preserved bodies is different from working on fresh tissue. PA students at Butler University now go to the Medical Academic Center at the Indiana Spine Group north of Indianapolis to practice procedures on fresh tissue or cadavers that have not been embalmed.

Procedures such as suturing, lumbar punctures, intubation, and joint injections are performed.

Snyder said students may have an entire body to work on, but they also may have body parts—a back or shoulder, for instance.

“Before the students go out on rotations, before they practice on live people, they’re going to practice on a dead person,” she said. “They so appreciate getting to practice what they’ve learned without it being a live person first. We’re now taking it to where we’re applying what we’ve taught them in laboratory courses and they’re doing these procedures before they’re out suturing on you or me.”

She said this opportunity is uncommon in PA education. “You don’t see this application experience very often until you’re actually doing it for the first time. Experience counts.”

And because experience counts, Snyder said the College also has purchased four ultrasound systems that will be integrated across the PA curriculum in classes such as Anatomy and Physiology, History and Physical Examination, and Imaging.

“This is really cutting edge as far as PA education,” Snyder said. “A lot of people really learn this on the job. It hasn’t been embraced fully in PA programs across the United States. Our graduates will have a familiarity and a comfort level that students in other programs just won’t have.”

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

Virtual Anatomy Table
Academics

Technology is Shaping the Way PA Students Are Learning

A virtual cadaver table. Ultrasound systems. Fresh-tissue labs. These are some of the new ways that Butler PA students are learning their craft and gaining experience in the workings of the human body.

Sep 12 2017 Read more

How Entrepreneurial Are You?

Marc D. Allan MFA ’18

from Spring 2018

 

Stephanie Fernhaber remembers a student asking Butler University President Jim Danko, who owned a medical-supply company for many years, about the transition from being an entrepreneur to academia. And she recalls his answer vividly: “I really do believe that in whatever you are doing, even in running this University, I really like to think like an entrepreneur.” 

That’s the mindset she tries to instill in her students. 

Fernhaber, Associate Professor of Entrepreneurship in the Lacy School of Business, thinks we can all be entrepreneurial, our job titles notwithstanding. 

“We tend to think of entrepreneurs as high-tech startups or someone who owns their own business,” she said. “But being an entrepreneur means being innovative, actively pursuing new opportunities, and taking managed risk. So it’s really a spectrum. It’s not ‘Are you an entrepreneur?’ It’s ‘How entrepreneurial are you?’” 

Take her, for example. Yes, she’s a professor, but she applies an entrepreneurial approach to her work with both undergraduates and MBA students. 

“In my research, I need to be entrepreneurial because I have to come up with brand new ideas and theories and ways of testing them,” she said. “But even in our teaching, I think we all strive to be innovative. We want to try new things that will create value for our students. In doing that, there are some calculated risks.” 

Fernhaber grew up in an entrepreneurial home—her father ran his own construction company in northern Wisconsin— and her first job after earning her undergraduate degree in Business and Spanish from Ripon College was writing business plans, doing market feasibility studies, and helping startups and business owners get Small Business Administration loans. 

She earned her MBA at Marquette University and her doctorate in Entrepreneurship from Indiana University. In 2010, she joined the Butler faculty after four years as an Assistant Professor/Affiliate Status at Iowa State University. 

In her teaching and research, she looks at entrepreneurship and innovation in a variety of ways. One course she teaches is Social Entrepreneurship—how entrepreneurship can be applied to social issues. Her current research is focused on bridging international and social entrepreneurship, and considers how grassroots innovations in India move from the local level to the world stage. 

In addition to publishing nearly 20 journal articles, Fernhaber has co-authored two books, Teaching the Entrepreneurial Mindset to Engineers and The Routledge Companion to International Entrepreneurship. She’s also been part of the collaboration between several of Butler’s Colleges to write, illustrate, produce, and sell children’s books on subjects related to health. In that project, students and faculty from the participating Colleges bring their different expertise. 

And that, Fernhaber point outs, is an example of an entrepreneurial, innovative way to teach. 

“What I enjoy most in the classroom,” she said, “is when students get excited and get engaged about a project or a topic and when you can find a way to reach them.” 

AcademicsPeople

How Entrepreneurial Are You?

Fernhaber, Associate Professor of Entrepreneurship in the Lacy School of Business, thinks we can all be entrepreneurial, our job titles notwithstanding. 

by Marc D. Allan MFA ’18

from Spring 2018

Read more
AcademicsCommunity

Yoga Gives Lab School Students Time to Breathe

BY

PUBLISHED ON Mar 13 2017

 

 

It’s after lunch in 1990 Butler graduate Lisa Gundaker’s kindergarten/first-grade class at the IPS/Butler University Laboratory School, and that means it’s time for downward-facing dog, star pose, and tree position.

She turns off the lights and puts on a recording of forest sounds—crickets chirping, birds calling.

“Take a deep breath in,” she instructs. “Lower your arms and let your breath out.”

Most of her 20 or so students, who have scattered around the room, stretch and balance themselves silently as their teacher leads them through various yoga moves. Some curl up with little stuffed animals they call “breathing buddies” and rest quietly.

“Think about your day,” she says as she walks around the room spraying a lavender/peppermint mist. “Think about one positive thing that’s happened today.”

For these 10 minutes, a quiet calm takes over the room.

 

The yoga exercises Gundaker leads in her classroom are replicated daily throughout the Lab School—and have been since the elementary school reopened five years ago as a partnership between the Indianapolis Public Schools and Butler. The idea is to relieve stress, to give the students a chance to move purposefully, and teach them how to calm down and focus.

“It gives them a time to be by themselves,” Gundaker says later. “We’re together, we’re together, we’re together. We’d just come back from recess and lunch. My thinking about adding yoga to quiet times is that children learn to slow down and reflect. They get to know themselves better and they can take it home too.”

Yoga at the Lab School started when Heather Williams, then the administrative assistant, saw that some classrooms were struggling to stay focused. She started in one classroom and soon was in all of them. As the Lab School grew—it started with kindergarten and first grade and has added a grade every year—so did Williams’ responsibilities.

Today, her title is Yoga Instructor/Researcher, and she’s paid, in part, from a three-year, $150,000 grant from PNC Bank, a major supporter of the Lab School.

"PNC's signature philanthropic cause is early childhood education, which is supported through its Grow Up Great program," PNC Senior Vice President Jeff Kucer said. "The Lab School was a perfect fit for us."

Williams said the yoga program’s positive effects can be seen in students across the school. For some, like Ella, a student in Gundaker’s class, yoga is fun.

“I like yoga,” she says, “because it kind of makes you relax sometimes and it makes you focus. And it feels good.”

For others, yoga is vital. Williams tells the story of a Lab School student who has lost both parents to murder. He’s a quiet, soft-spoken kid, but when he gets worked up, no one can seem to quite get him back down, she said. They’ve done yoga together, and the boy’s grandmother has told Williams that he will go home and do the exercises on his own.

“There is a ton of scientific research backing up yoga, breathing, and mindfulness—how it not only helps academically but also with life skills,” she said. “Now there are a lot more people taking it seriously and doing the research on it to back that up. If you’re going to teach someone academics but you don’t teach them how to deal with emotions or teach them life skills, then you’re not teaching the whole child. If they don’t know how to deal with their inner struggles, it’s going to affect them one way or another.”

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

AcademicsCommunity

Yoga Gives Lab School Students Time to Breathe

It’s after lunch in 1990 Butler graduate Lisa Gundaker’s kindergarten/first-grade class at the IPS/Butler University Laboratory School, and that means it’s time for downward-facing dog, star pose, and tree position.

Mar 13 2017 Read more

It’s Spring—Batter Up! Madi Christiansen ’18 Softball Player

Hannah Hartzell ’18

If Madi Christiansen ’20 is on the softball field, chances are: Her Mom and Dad are in the stands. The student athlete from Etters, Pennsylvania said her parents have watched nearly every softball game she’s played for the Bulldogs.

“My dad is a huge Butler fan,” she said. “Initially, he and my mom worried about me being so far from home. But now they see how much I really do love it here.”

As a first-year student and athlete at Butler, Christiansen became very tight-knit with her new softball teammates as they made their way to the BIG EAST semifinals. “I’ve made so many friends through softball and through my classes,” she said. “That’s something I wanted when I came here.”

As an Entrepreneurship major with a 3.9 GPA, one of Christiansen’s favorite classes was the first-year real business experience last year, where she worked with a group to develop an imaginary product and business plan.  “It was great because we were actually doing something that will help us out in the future,” she said. “Plus, it helped me meet people.”

“I definitely like the small class sizes as well,” she said. “All my professors know my name and they’re very accommodating with the softball schedule.”

During the spring season, the softball team is gone every Thursday and Friday. But that doesn’t mean Christiansen is idle on the other days. “We have 6:00 AM practice four times a week,” she said. “The set schedule is helpful, but I have to make sure I go to bed early.”

Still, she said the whole Butler experience is worth it.

Whether it’s a trip to Smoothie King; a winning game; or a weekend movie night, Christiansen said she enjoys spending time with her Butler family.

“Last year, I was excited to go home for fall break,” she said. “But after four days, I realized that I really wanted to come back to Butler. This feels like home now.”

AcademicsCommunity

Wherefore Art Thou, Juliet Blue? In a Butler Chemistry Lab

BY

PUBLISHED ON Oct 02 2017

A “happy accident” leads to a scientific discovery.

In a couple of weeks, some chemists in Verona, Italy, are going to find out what’s been happening in a Butler University Chemistry lab, and they’re going to be grateful.

They’re going to be notified that junior Ben Dawson, working with Chemistry Professor Anne Wilson this past summer, has replicated a pigment that matched a color called Juliet blue that the Italian chemists had discovered on historical artifacts.

“I think they’ll be excited that somebody’s actually making these,” Wilson said. “People have been talking about these pigments but not making them.”

The Italian scientists’ discovery of Juliet blue goes back to 2010. They laid out the problem in a paper they published: Their museum had placed several ancient flints, used for making arrowheads, in storage. They had put the flints in a drawer, on rubber mats to keep them from breaking. When they opened the drawer, they found that a chemical reaction had occurred. The flints, which were gray, had turned blue—a color the chemists would later call Juliet blue.

The chemists thought the color on the flints was derived from a volatile organic component that was coming from the rubber mats, and that the culprit was a stabilizer that’s added to keep the rubber from falling apart over time.

Dr. Greg Smith, the Otto N. Frenzel III Senior Conservation Scientist at the Indianapolis Museum of Art, read the Italians’ paper and gave a copy to Wilson, asking if she thought someone at Butler might want to try to figure out a synthesis for Juliet blue. She thought that would be a great summer project for a student, so she had Dawson try to make the pigment. She paid him with an annual grant the Chemistry Department receives from Eli Lilly and Co. to do synthetic chemistry work.

“Initially, we were not having a lot of success” trying to re-create the chemical reaction that caused the discoloration, Wilson said. “Then Ben left out some things over the weekend, and some of his indicator plates had turned blue.”

Juliet blue.

“It was a very happy accident,” Wilson said.

Dawson confirmed that the way this blue pigment occurred on the surface of the flints was probably due to a combination of air oxidation, coupled with some contamination from the compound in the rubber mats. And he able to make additional quantities of the pigment.

“It’s a beautiful blue,” Wilson said. “It looks very Disney. It’s beautiful. It’s a great blue. It’s a lot of fun to be doing this and to see these great colors.”

Although reproducing Juliet blue is essentially an academic exercise, Wilson said, it could have practical applications. Butler Chemistry professors and students have done several projects with the Indianapolis Museum of Art on artworks that have faded over the centuries. Perhaps, Wilson said, this summer’s finding could be a step in figuring out how to treat, and possibly restore, artifacts that have been damaged.

“It’s exciting when you get scientists from different areas together and they start talking and trading ideas,” she said. “I think we’re very fortunate to be this close to the lab at the IMA. I think we’re very fortunate to be able to try things.”

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

AcademicsCommunity

Wherefore Art Thou, Juliet Blue? In a Butler Chemistry Lab

Chemists in Verona, Italy, will find out what’s been happening in a Butler University Chemistry lab.

Oct 02 2017 Read more
Academics

Lacy School of Business Named Outstanding On-Campus MBA Program by Princeton Review

BY Marc Allan

PUBLISHED ON Nov 07 2018

Butler University's Lacy School of Business has been named one of the 252 outstanding on-campus MBA programs in the Princeton Review's “Best Business Schools for 2019.” The school profiles and rankings can be found at https://www.princetonreview.com/best-business-schools.

The best on-campus MBA list is based on a combination of institutional and student survey data, including career outcomes, admissions selectivity, and academic rigor, among others. The on-campus MBA programs are listed 1 to 252, rather than ranked hierarchically.

“We’re honored to be recognized, and we are incredibly proud of the graduates who come out of our program to make an immediate impact in their organizations and community,” said Lacy School of Business Dean Steve Standifird.

The Butler entry in the Princeton Review says that the MBA program's focus on applying real world experiences to the classroom "provides an MBA experience that makes it very popular for residents of the region." Flexibility was noted, with one student saying, “If you want a concentration that is not offered, professors will work with you to tailor your education needs/wishes.”

The program also was praised for having a “good balance of difficult and moderately easy classes” and a helpful, responsive administration that works with students on every aspect of their education. The school's leadership “is very willing to make integrating the learning experience with busy careers and family lives” a priority, and it shows in the number of students who juggle active careers and busy class schedules.

The Princeton Review writes that "students who want to be surrounded by those with real life experience will find Butler to be a welcoming environment." It noted that "a consistent trait is that students here are 'committed, smart and friendly,' and described students as "more supportive than competitive; people are down to earth and have a good sense of humor.”

"For students in the Midwest in particular, Butler provides good inroads to a career," the Review says, adding that when Forbes recently ranked the 200 largest metropolitan areas in the United States to determine which were the best places for business and careers, Indianapolis ranked in the top ten.

"All those traits—the real-world focus, flexibility, support, and work-life balance—are what we strive to deliver, along with the experiences and credentials that lead to long-term career progression and success," Standifird said. "We believe in the power of hands-on, student-focused, experiential learning, and saturate our program with opportunities to apply classroom concepts to real-world situations."

Butler's MBA program offers concentrations in finance, international business, leadership, entrepreneurship and innovation, and marketing. Graduates have gone on to work for companies such as Eli Lilly and Company, Roche, M&I Bank, Regions Bank, Firestone, and the NCAA.

 

Media contact:
Marc Allan MFA '18
News Manager
mallan@butler.edu
317-940-9822  

Academics

Lacy School of Business Named Outstanding On-Campus MBA Program by Princeton Review

The Lacy School of Business has been named an outstanding on-campus MBA program by the Princeton Review.

Nov 07 2018 Read more
AcademicsStudent LifePeople

Butler Journal of Undergraduate Research Is Ready to Be Read

BY

PUBLISHED ON Apr 25 2018

An examination of an Indianapolis food cooperative's work to stem food insecurity, measurements of job satisfaction among those employed by intercollegiate sport organizations, and the underrepresentation of women in U.S. elected political offices are some of the topics covered in the fourth annual Butler Journal of Undergraduate Research (BJUR).

A full list of topics is below.

Volume 4 of the journal contains 12 student papers, including four from Butler students. Sixteen Butler faculty members in addition to the co-editors served as reviewers in selecting the best papers from among the various submissions for this issue.

Kenneth Colburn, Butler Sociology Professor and Co-Editor of the journal, said there have been more than 13,000 downloads of BJUR articles from many different institutions around the world.

"The academic exposure for Butler is very nice," he said. "Everyone knows about our basketball team, but we think it's important that a large audience also understands that Butler is a place for student scholarship."

BJUR was created to build on the success of Butler's Undergraduate Research Conference, which just completed its 30th year, and to complete the cycle—from doing the research to presenting the findings to publishing.

"We enjoy giving students this outlet," said Psychology Professor Tara Lineweaver, a Co-Editor of BJUR. "I have mentored four students who have submitted their honors theses to the journal, and I can say that each and every time they're thrilled to have their paper published in BJUR. It's a very good resume/CV builder for them. And it feels like the project is complete when you get to the stage of seeing it in publication."

Thus far, 19 of the 42 papers published have been written by Butler students. The journal also has published 23 papers authored by students from the University of Pittsburgh, Bellarmine University, Huntington University, Wabash College, Keene State, Columbia University, Hanover College (2), Midway College, Brandeis University, IU-Bloomington, University of Warwick (England), Cal Poly Pomona, DePauw University, University of Tennessee-Martin, University of Indianapolis, and Stanford University.

These are the papers and their authors from the fourth edition of BJUR:

PDF

A Community's Collective Courage: A Local Food Cooperative's Impact on Food Insecurity, Community and Economic Development, and Local Food Systems
Tabitha C. Barbour

PDF

Allopathic Medicine’s Influence on Indigenous Peoples in the Kumaon Region of India
Eliana M. Blum

PDF

Determinants of job satisfaction and dissatisfaction among practitioners employed in intercollegiate sport organizations
Ian Cooper, Chantel Heinsen, and Michael Diacin

PDF

Individualized Music Improves Social Interaction of Women, But Not Men, With Dementia
Emily Farrer and Diana Hilycord

PDF

Inferences on Criminality Based on Appearance
Hannah Johnson, Morgan Anderson, Hayley R. Westra, and Hayden Suter

PDF

A Blend of Absurdism and Humanism: Defending Kurt Vonnegut’s Place in the Secondary Setting
Krisandra R. Johnson

PDF

Do Black and White Americans Hold Different Views on Marijuana Legalization? Analyzing the Impact of “The War on Drugs” on Racialized Perceptions of Legalizing Marijuana
Benjamin S. Kaminoff

PDF

Miguel de Unamuno: The Relationship among Women, his Life, Spanish Society and El marqués de Lumbría
Tina Maric

PDF

Using Random Forests to Describe Equity in Higher Education: A Critical Quantitative Analysis of Utah’s Postsecondary Pipelines
Tyler McDaniel

PDF

Public Financing and the Underrepresentation of Women in United States Elected Political Offices
Libby P. Moyer

PDF

Holding on to Culture: The Effects of the 1837 Smallpox Epidemic on Mandan and Hidatsa
Jayne Reinhiller

PDF

The Reification of Hegemonic Masculinity via Heteronormativity, Sexual Objectification, and Masculine Performances in Tau Kappa Epsilon Recruitment Videos
Viki Tomanov

The first three volumes of BJUR (2015-2017) were funded through a Butler Innovation grant; this year’s journal was funded by the College of Liberal Arts and Sciences.

Going forward, funding will be provided in part by the following annual sponsors who have committed financial support: English; Biological Sciences; College of Communication; College of Education; College of Liberal Arts and Sciences; Creative Media and Journalism; Critical Communication and Media Studies; Gender, Women and Sexuality Studies; History and Anthropology; International Studies; Jordan College of Arts; Neuroscience; Philosophy, Religion & Classics; Physics and Astronomy; Political Science/Peace and Conflict Studies; Psychology; Science, Technology and Environmental Sciences; Sociology and Criminology; Strategic Communication; Founding Partner-Irwin Library.

 

Media contact:
Marc Allan MFA '18
mallan@butler.edu
317-940-9822

 

AcademicsStudent LifePeople

Butler Journal of Undergraduate Research Is Ready to Be Read

The fourth volume of the increasingly popular annual publication is now online.

Apr 25 2018 Read more
AcademicsStudent Life

Student-Researchers Get Their Day in the Spotlight

BY

PUBLISHED ON Apr 13 2018

Butler University student Jaquell Hamelin hypothesized that black students are less loyal to their schools than white students are, but he didn't know for sure. So, he decided to research the question, and on Friday, April 13, he presented his findings at Butler's 30th annual Undergraduate Research Conference (URC).

Hamelin told a packed classroom that he surveyed students from Butler and Purdue. He asked whether they would donate to their university after graduation, if they felt they had a positive relationship with, considered themselves loyal to, and would recommend their school.

Although the sample size was small, he said, the preliminary results confirmed what he expected: Of the 21 white respondents, 15 considered themselves loyal; of the 11 black respondents, three labeled themselves that way.

"Even though there are black and white college kids here and they're trying to achieve the same thing, the white students have more tools when they leave," he said. "These schools weren't built to support the needs of diverse student bodies."

Hamelin was among nearly 900 participants in the conference, which attracted students from 23 states who were presenting in 25 subject areas.

Courtney Hayes, a student from Eastern Kentucky University, presented her research on "Optimization of Camera Trapping Methods for Surveying Mesopredators in the Appalachian Foothills." To find out what kind of mid-sized, mid-level predators live in her region—meaning skunks, raccoons, possums, and more—she put out bait and installed cameras at 72 sites across 10 counties.

The hope, she said, was to measure biodiversity, which is an indicator of ecosystem health.

Hayes said being able to share her work at the URC was a nice experience.

"I've presented in Kentucky a lot and I've presented in Virginia, but it was interesting to come to Indiana, where there are no spotted skunks, to see how people want to hear about it," she said.

While science-related presentations accounted for slightly more than half of this year's URC presentations, the conference also included topics such as "The Relationship Between Social Media, Anxiety, and Depression," "Are the Highly Religious Better at Resisting Temptation?" and "Stress and Academic Outcomes in College Students."

Four teams of two from an IUPUI anthropology class presented their research on what happened to workers at the Carrier and Rexnord plants in Indianapolis who were laid off when their factories moved to Mexico. The students found that workers were bitter and blamed "greedy" management for valuing money over American jobs.

Jake Watson, one of the IUPUI students, said the goal of his and partner Corinne Baker's portion of the project was to give the laid-off workers a voice.

"We're undergrads," he said. "We're not trying to fix everything in the world. But we think that by drawing attention to this conversation and this process of deindustrialization, we can change the conversation in the future."

 

Media contact:
Marc Allan MFA '18
mallan@butler.edu
317-940-9822

 

AcademicsStudent Life

Student-Researchers Get Their Day in the Spotlight

The Undergraduate Research Conference let nearly 900 participants show their work.

Apr 13 2018 Read more
Study Abroad
AcademicsStudent Life

Study Abroad Program Among Best in Country

BY

PUBLISHED ON Jun 13 2018

Butler University's Study Abroad Program has been named one of the Top 30 in the country by the website bestvalueschools.org.

"Butler University students can choose from over 200 study abroad and exchange programs in over 60 countries," the website said. "Butler also works with the neighboring Institute for Study Abroad (IFSA) as a provider of study abroad programming for U.S. undergraduates. In addition to providing transcripts for all IFSA students, Butler University endorses all IFSA-taught courses."

Butler University offers over 200 study abroad programs in over 70 countries to meet the diverse needs of the student population. About 40 percent of Butler students study abroad at some point. Students are permitted to study abroad as early as the first semester of their sophomore year and as late as their senior year, if allowed by their College. Butler's Center for Global Education (CGE) provides study abroad advising and organizes pre-departure and re-entry sessions to help guide students through the study abroad process. The CGE maintains the List of Approved Programs, titled Where Can I Go? to research approved study abroad programs. All programs on the list meet Butler’s high standards for academic excellence.

Among the other schools in the Top 30 are Duke, Stanford, and Michigan State, as well as the BIG EAST's Georgetown and St. John's. To compile the list, the website said it used two surveys from the Princeton Review and U.S. News that surveyed hundreds of thousands of respondents including students, faculty, and administrators to find out what schools they believe have the best study abroad programs.

Media contact:
Marc Allan MFA '18
mallan@butler.edu
317-940-9822

Study Abroad
AcademicsStudent Life

Study Abroad Program Among Best in Country

Butler University's Study Abroad Program has been named one of the Top 30 in the country by the website bestvalueschools.org.

Jun 13 2018 Read more
AcademicsArts & CulturePeople

Professor Lynch's Book Is a Finalist for LA Times Prize

BY

PUBLISHED ON Feb 22 2018

English Instructor Alessandra Lynch's 2017 book of poetry Daylily Called It a Dangerous Moment has been selected as a finalist for the Los Angeles Times Book Prize.

Lynch will be flown to the April 20 ceremony where the winners will be announced.

Daylily Called It a Dangerous Moment has been widely acclaimed, with The New York Times naming it one of the 10 best books of poetry last year.

Lynch has been teaching at Butler since 2008. She has designed courses in the First Year Seminar (Memoir) and Special Topics in Literature (Transformations in Literature), Introduction to Poetry Writing, Intermediate Poetry, and Independent Studies in Poetry, and she created and designed an Advancing Poetry course.

She has also designed the Poetry Workshop in the MFA program, created and designed Shaping a Manuscript, Finding Its Song: MFA Revision Class, and advised MFA students on their theses.

Lynch is the author of three collections of poetry: Sails the Wind Left Behind (winner of the New York/New England Award from Alice James Books, 2002), It was a terrible cloud at twilight (winner of the Lena-Miles Wever Todd Award, Pleaides/LSU Press, 2008), and Daylily Called It a Dangerous Moment (Alice James Books, 2017). She has received fellowships from The Corporation of Yaddo, the MacDowell Colony for the Arts, and the Vermont Studio Center, and she has been the recipient of a Barbara Deming Award and a Creative Renewal Fellowship for the Arts from the Indianapolis Council for the Arts.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

Donkey, Blue, Elephant
AcademicsStudent LifePeople

(Bull)Dog Days on the Campaign Trail

BY Sarah Bahr

PUBLISHED ON Oct 31 2018

What awaited Butler University sophomore Jon Gray-Smith inside the small, ramshackle house on a Saturday in Grant County in northeast Indiana this summer was less than inviting.

Maybe I should just skip this one, the Indiana Republican Party field intern mused before walking up the front porch steps.

But Gray-Smith knocked on the door, took a step back (no one wants to be accosted by a stranger, he says), and was greeted by. . .

A nearly nude older white man. Toting a shotgun. And wearing only a pair of white underpants.

While that’s his horror story, Gray-Smith says it’s not out of the ordinary for canvassers to work in less-than-ideal conditions.

Jon and Luke Messer
Jon Gray-Smith with Luke Messer

“People don’t always have a lot of clothes on when they answer the door,” he says. “And, in my experience, a ‘Beware of Dog’ sign is typically correct.”

The life of a political intern is hardly glamorous.They get chased by dogs. Confronted by half-dressed old men packing heat. Screamed at like they’re the second coming of Cruella de Vil. And most of the time, they do it for free.

But Butler students also intern with political campaigns in increasingly large numbers. At a time when the political stakes are at an all-time high, Butler students are dotting the state, serving in a variety of  roles with political parties. From answering phones, to crafting press releases, to knocking on doors, Butler students say it is not just the skills garnered in their political science classes that have helped, but also the skills from their journalism, business, and history classes, for example, that have prepared them for when they are thrown into the real-world political fire. Or even faced with a semi-clothed man at the door.

 

“A Dream Come True”

Knocking on 527 doors for 12 hours in Indiana’s blistering July heat isn’t most people’s idea of a good time.

But Gray-Smith, the Vice President of the Butler University College Republicans, says each interaction motivates him to seek out the next one.

“I’m talking to voters who sometimes have never talked to someone about an election in their whole life,” he says.

Gray-Smith says people are often surprised by his age.

“I had a lot of people tell me, ‘It’s so good to see a young person out here doing this,’” he says. ‘That keeps me going.’”

And, unlike at many political events, he enjoyed bipartisan support.

“I had so many people offer me bottles of water, Gatorade, Powerade, anything to help me stay cool,” he says. “They told me ‘Please keep doing this; there are lots of voters out there.’”

He won a $30 Visa gift card for contacting the most voters from 9:00 AM to 9:00 PM — an average of 48 per hour, with an hour for lunch.

But his margin of victory?

Just 13 people.

Passion fuels political interns from both major parties, who perform thankless tasks such as calling voters, knocking on strangers’ doors, editing video, and uploading press releases to campaign websites — most of the time for free.

Gray-Smith contacted just under 7,000 voters this summer soliciting support for Republican congressional candidates such as U.S. Rep. Trey Hollingsworth, U.S. Rep. Susan Brooks, and Mike Braun. From mid-February to May during his internship with U.S. Rep. Luke Messer’s U.S. Senate campaign, he called 17,000 voters.

Cecil with Susan Brooks
James Cecil with Susan Brooks

Door-knocking and phonebanking are hardly sexy selling points for students seeking political internships, but Butler Assistant Professor of Political Science Greg Shufeldt says Butler has “countless” students volunteering and interning for campaigns and political parties this semester.

Junior Rachel Spodek has been a field intern for Democratic Sen. Joe Donnelly’s re-election campaign since May.

“I’m running phone banks and trying to get as many voters registered as possible,” she says.

Senior James Cecil, who is named after President James Madison, landed a congressional internship on the Hill this summer in Washington, D.C., with Indiana congresswoman Susan Brooks.

The president of the Butler University College Republicans researched bills, attended hearings, answered phone calls, and gave tours of the U.S. Capitol building. She’d previously completed an internship with the Indiana GOP and is currently interning with the Mike Braun campaign for U.S. Senate.

“I’m a huge history buff, so being able to walk the halls of the Capitol was a dream come true,” she says.

 

Once-in-a-Lifetime Opportunities

While most of their days are spent canvassing counties and calling constituents, some interns do enjoy the occasional once-in-a-lifetime experience.

Earlier this month, Cecil snapped a photo with George W. Bush, whom she got to meet at a fundraiser for Republican U.S. Senate candidate Mike Braun.

“He’s one of the funniest guys I’ve ever listened to,” she says.

Gray-Smith was left speechless after he had the chance to meet Vice President Mike Pence as part of his Indiana GOP internship last summer.

“I was able to meet the second most powerful person in America,” he says. “I could’ve never imagined that would happen when I came to Butler.”

 

A Butler Assist

A common thread runs through Cecil, Gray-Smith, and Spodek’s experiences — Butler’s Political Science department helped them land their first internship.

“I always knew I wanted to pursue politics, but I was more laid back my freshman and sophomore years,” Cecil says. “Then [Shufeldt] urged me to get involved in the Todd Young Senate campaign during the 2016 election cycle, which sparked my interest and led to my internship with the Republican Party.”

Shufeldt emphasizes campaign internships because they lead to future political internships and career opportunities.

“Interning on a campaign is a great opportunity to open professional doors,” he says. “It  is one of the most impactful ways we, as citizens, can shape the direction of our government.”

Shufeldt regularly invites Democratic and Republican Party and campaign representatives to speak to his students.

“Studying politics in a major metropolitan area and a state capital is a huge advantage for our students,” Shufeldt says. “I encourage them to take advantage of this as much as possible.”

And Gray-Smith says Butler’s Political Science students are well prepared when opportunities arise.

“The two journalism classes I took forced me to reach out to people and made me more comfortable interviewing strangers,” he says. “They really opened my eyes that I can’t turn to my friends for help every time.”

“The U.S. Politics class I took helped inform my basic knowledge of voting,” Spodek says.

Cecil says being a conservative among more liberal classmates has made her more comfortable defending her beliefs.

“I’m an outspoken conservative in a liberal environment,” she says. “But my beliefs are challenged, not changed.”

 

A Political Future

Cecil wants to pursue a career in political fundraising. Gray-Smith wants to one day run for state or national office. Spodek wants to go into public policy and is looking at law school.

They know that, whatever path they end up pursuing, their internships will have helped them get there.

“The connections I’ve made will propel me to the career I want,” Cecil says. “I definitely look forward to getting up in the morning and doing something I’m really passionate about.”

But, in the meantime, all three stress that one vote can turn the tide.

“This election is going to be really tight, not just for Donnelly, but for a lot of candidates,” Spodek says. “I know every bit of effort I put in will make a difference.”

Donkey, Blue, Elephant
AcademicsStudent LifePeople

(Bull)Dog Days on the Campaign Trail

Butler students also intern with political campaigns in increasingly large numbers.

Oct 31 2018 Read more

Antiretrovirals and Intentionality

Emily Yarman ’17

“I’m too early. Typical,” I thought as I sat silently in my car, eagerly waiting for the day to begin. On the first day of my elective rotation, I arrived at the Damien Center in downtown Indianapolis fifteen minutes before the doors to the building were unlocked. I would spend the next month at Indiana’s largest AIDS service organization in their sister clinic, Damien Cares, seeing patients with HIV and AIDS. Although I love being early on my first day, this has led to a great deal of waiting in my car. As I sat there, the engine gently purring, I wondered what the month would hold. I quizzed myself on what I knew about HIV: the risk factors, the pathophysiology, the medications used to treat it and how they work. I stopped mentally drilling myself when I realized that I didn’t actually know much about the day-to-day life of a patient with HIV. I had studied the disease enough to pass the test, but I hadn’t had an opportunity to really get to know any patients with HIV.

I thought about the struggles patients with HIV in the US have had since the 1980s. I had learned about the social implications of HIV and I wondered what emotional hardships these patients had been through. I already knew that my month at the Damien Cares clinic would teach me a great deal about medical management of patients with HIV. I realized then, while sitting in my idling car, that it would also deepen my knowledge about how to care for a patient as a whole person.

My first patient was a gentleman in his early 50’s. He had been on ART (anti-retroviral therapy) for years and came to the office for a visit as an established patient. I followed my preceptor, Randall McDavid, NP, into the exam room and introduced myself. After a pretty uneventful follow-up visit, Randall and I sat down in his office. He turned to me and asked, “If you saw that man walking down the street, would you think he had HIV?” I quickly responded, “No, I wouldn’t.” This patient did not look like he was HIV-positive. Neither did my second patient. Or my third patient. As someone that recognizes the damage that stereotypes can cause, I’m always trying to purge myself of my presuppositions about people. As I saw more patients on that first day, I realized I had failed to do just that; I had unconsciously built up presuppositions about how an HIV-patient would look or act. I expected patients with HIV to appear much more sick than this gentleman had.

I was reminded on this rotation that by unconsciously pigeonholing a patient, I set myself up for failure as a provider. Even something as simple as having preconceived notions about what an HIV patient looks like can affect the way I practice medicine. There are certain risk factors that make a patient more likely to acquire the illness, but HIV still affects every sex, gender, age, race, sexual orientation, and socioeconomic status. Embarking on the slippery slope of making assumptions about patients can lead to big mistakes in forming treatment and prevention plans for them. By making assumptions about patients, I also miss out on the opportunity to get to know and learn from them, which could benefit my future patients. It seems simple, but it is easy to overlook the fact that everyone suffers when providers make assumptions, especially in a patient population as diverse as the HIV community. There is no one face of HIV. This month, I have been learning to stop giving it one.

***

I held the diaphragm of my stethoscope over his left chest and heard the thunderous, rapid lub-dub of his heart. I finished my physical exam and told Randall that everything was within normal limits, except his heart, which was beating quickly. The patient shifted uncomfortably in his chair when we asked him questions about his sexual habits. He laughed nervously when we inquired about drug use. This was the typical behavior of a patient new to the clinic.

New patients with HIV experience a spectrum of emotions during that first visit, including fear and anxiety. Their anxieties include questions about what it means to have HIV, if they can afford the treatment, and ultimately, if it will kill them. They are nervous about if the people they meet at the clinic will judge or chide them. Their fear of being rebuked is legitimate; decades after HIV showed up in the US, it still carries a stigma and is very closeted. The medical and social concerns that a new HIV patient has culminate into a patient presentation like the one I described above: visibly restless and apprehensive about being honest with their provider.

An established patient with HIV, however, is a foil of a new patient with HIV. While new patients tend to be restless and apprehensive, many established patients are calm and relaxed. Long-time HIV-positive patients understand that if they are compliant with their medications, their life can be much like the life of a person that is HIV-negative. They are happy to see Randall and talk about their social and sexual histories with ease. The visit becomes less about HIV and more about friendly conversation and getting to know each other. During physical exam, their hearts beat at a regular rate again.

Some of this release of anxiety in patients is because of patient education about the disease and the effectiveness of HIV medications. HIV pharmacotherapy has progressed a great deal since the 1980s. Many patients with HIV take just one pill per day and have an undetectable blood viral load. Causes of death in the HIV population are increasingly due to chronic illness, like most of the US, and less due to immunological compromise because we diagnose and treat earlier. The average life expectancy of an HIV-positive patient is the same as an HIV-negative patient. When patients learn about these advances in our understanding and treatment of HIV, many of their fears are quelled. This, however, is only a part of the cause for calm in established patients.

The other, bigger, part of the relief of anxiety for established patients with HIV is the relationship that they build with their provider. The care that Randall provides his patients is non-judgmental. He talks comfortably about patient’s sexual habits and drug use without scolding them. I have watched patient’s anxiety melt away during office visits because of the relaxed demeanor. This allows the patient to be honest, which enables Randall to take better care of them. I have observed that this kind of therapeutic relationship is the key to success for patients at the clinic. The patients that are most healthy are patients that have built this kind of relationship with Randall. In the presence of empathetic medical care, the patient’s viral load and anxiety both drop. Randall always says “HIV is a relationships disease,” and he’s right. Because HIV is a physically and socially taxing disease, it is best treated with appropriate medical therapy and a caring heart.

***

Seeing established patients with HIV gives me so much hope during those initial patient visits at the clinic. As a future physician assistant, I have the opportunity to be part of what brings that hope to fruition. I can walk with patients on their journey to have an undetectable viral load and an unbroken spirit. This month, I have learned that even in in the face of a disease that used to be a death sentence, there is hope on the horizon through proper medical treatment and a truly therapeutic relationship. Serving patients in this way, however, is not simple. It requires a concerted effort on the part of the provider to be intentional about the medical and emotional care they offer. I have learned that part of that intentional care is to resist pigeonholing patients and to actively dismantle stereotypes that we create. I have learned that it means listening and responding in a way that creates a comfortable environment for the patient to be honest in, regardless of any social stigma involved. Truly treating a patient as a whole person requires all of these things and nothing less.

Butler's Healthcare and Business Major

Amy Peak ’97

from Spring 2017

Here we grow again! Innovative programs continue to be developed and implemented all over campus.  The novel undergraduate Healthcare and Business (HCB) major, a unique partnership between the Lacy School of Business and the College of Pharmacy and Health Sciences, is a perfect example. This program, which began in August 2016, consists of a nucleus of liberal arts, science, healthcare, and business experiences surrounded by a plethora of elective options. This adaptable new bachelor’s degree program will prepare students for direct entry into the workforce in areas which include, but are not limited to, healthcare marketing, health insurance and risk management, healthcare finance, healthcare information technology, healthcare data analytics, healthcare policy, and much more. HCB is also excellent preparation for graduate programs such as Master of Health Administration, Master of Public Health, Master of Business Administration, and multiple clinical graduate programs.

Two fundamental themes within the HCB program are collaboration and flexibility. Throughout the four- year curriculum, HCB majors have more than a dozen courses in common with health science majors. In these courses, future healthcare providers, administrators, insurers, and business leaders all work and learn together. By purposefully combining these cohorts of students throughout their undergraduate experience, we believe tomorrow’s generation of healthcare leaders will be better equipped to solve complex problems in a modern healthcare environment.    

Flexibility is also essential. Over half of today’s college-students change their major at least once, and over 20 percent change majors three times or more. The HCB program is designed to provide students with the flexibility to explore and pursue different career options without necessitating a major change.  Over 50 elective course options are available, allowing students to customize their educational experience to optimally prepare for their individual career goals.   

As this new program grows, we are actively seeking support from our alumni, friends, and community members. If you are an individual whose career is in the business of healthcare, and you are willing to allow a HCB student to shadow you for a half day or more, please provide your contact information here.  (add link-need a tiny url here if you can or ask Nancy)  If your organization currently offers, or is interested in developing internships for which HCB students may apply, please contact Amy Peak at apeak@butler.edu.

Academics

Butler's Healthcare and Business Major

Here we grow again!

by Amy Peak ’97

from Spring 2017

Read more
Academics

What They Learned in Butler's MBA Program Translates to Victory

BY

PUBLISHED ON Jun 12 2017

The Butler MBA team won the 2017 ACG Cup.

A tech company has three divisions—one that’s a cash cow, one that’s small and not terribly important, and one that is the company’s future but hasn’t achieved any cash flow, never mind profitability. Now that third division has run out of cash and the banks are calling in their lines of credit.

What should the company do?

That’s the kind of issue professionals in the mergers and acquisitions, investment banking, financial advisory, and private equity world deal with regularly. And it was the question put to teams of MBA students from Butler, Ball State, IU Kelley-Indianapolis, IU Kelley-Bloomington, and Purdue universities at the seventh annual Association for Corporate Growth (ACG) Cup competition.

In the end, the Butler team—David Watkins, Michael Doenges, Jason Fried, and Katie Alexander—won the Indiana competition. (See their presentation here.)

“Being able to win a competition like this demonstrates that you need a solid understanding of basic financial principles, good business savvy, critical thinking, executive presence, and strong presentation and communication skills—all the things we teach in the Butler MBA program,” said Marietta Stalcup, Director of the MBA Program in Butler’s Lacy School of Business.

The ACG Cup competition is a nationwide investment banking mergers-and-acquisitions case competition intended for graduate business students. And although the competition is nationwide, it’s organized on a chapter-by-chapter basis, with about 15-18 taking place each year.

The teams were given the case study at 12:01 AM on a Saturday and had a week to prepare their answer. On the following Saturday, they presented their recommendations to a panel of industry professionals who judged them not only on their strategic analysis but on how they presented the information and handled questions that arose.

In an interview after the competition, Butler team member David Watkins said getting a case that had to be analyzed in a week and presented in 20 minutes was a great challenge. Team member Katie Alexander credited the team with being strategic and united in its approach.

“We spent a lot of time throughout the week putting that together, figuring out how we were going to do what we were going to do, and the questions we thought we might get asked,” Watkins said. “And it was a team effort.”

“The competition in general was fantastic,” team member Mike Doenges added. “It was a really good way for us to learn some of these financial models, especially since none of us really have a background in that. We really cut our teeth trying to figure out how to do these models, understand them, and now I think we know it like the back of our hand.”

“We’re not finance people,” team member Jason Fried said. “We may have some finance majors, but we don’t do finance as an everyday job. We’re in school working full time—we’re busy 60 hours a week—and we still found a way to put this together. It’s a lot of time and effort. A grind. We’re tired, but we’re excited.”

As for the team’s recommendation on what the tech company should do about its issue, the Butler group recommended refinancing the debt and staying the course until the third division starts making money.

Meet the Team:

Michael Doenges

Current position/employer: Project Manager at Bowen Engineering

MBA concentration: Finance

What I’m learning at Butler that is helping my career: The program has given me new insight into developing and implementing business strategy and analyzing new opportunities. The MBA program at Butler has provided diverse experiences that I’ve been able to immediately employ in my career.

Jason Fried

Current position/employer: Project Coordinator/Walker Information

MBA concentration: Finance

What I’m learning at Butler that is helping my career: Butler has helped me grow to become more successful in leadership, finance, accounting, entrepreneurship, and giving presentations. Marietta Stalcup and several of the Butler professors have helped me learn what I truly want out of a career and have helped springboard my journey to achieve the goals I set out for myself. I’m hoping the connections and resources I have picked up through Butler’s MBA program will help push me to the next level in my career.

David Watkins

Current position/employer: Assistant Director of International Admissions, IUPUI

MBA concentration: Finance and Entrepreneurship

What I’m learning at Butler that is helping my career: Figuring out my “why.” Yes, I am learning many of the hard skills needed to be successful in business, finance, accounting, etc. but I think more importantly, I am constantly being pushed to figure what I want to be doing, why I want to do it, and how to go about reaching that goal. Between my executive leadership coach, Randy Brown, professors like Dr. Fetter, and the Program Director, Marietta Stalcup, I am constantly being challenged to dig a bit deeper beyond the acquiring of simple skills to nurture a passion and a purpose for my MBA from Butler University.

Katherine Hopkins Alexander

Current position/employer: Lab Manager, Axis Forensic Toxicology

Concentration: Finance

What I’m learning at Butler that is helping my career: The professors and advising staff are exceptional and focus heavily on not just learning but applying the material, which gives you direct experience so that you are more comfortable applying it in your everyday life. Additionally, Butler has immersed us in all facets of what makes you an exceptional professional. It’s not just learning each of the core subjects that makes you an effective financial leader, team manager, etc. but rather working through it with your classmates, working on it simultaneously with other subjects, applying it all at the same time so you see the full picture during your entire program.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

Academics

What They Learned in Butler's MBA Program Translates to Victory

The Butler MBA team won the 2017 ACG Cup.

Jun 12 2017 Read more

Experiential Learning for Collegian Editor Comes Outside an Actual Classroom

Katie Goodrich ’17

Senior year is a whirlwind. Welcome Week, the last first day of class, Homecoming, basketball games, and so many more moments made me nostalgic. Caught on the brink of a new adventure, time seems to run away from me.

In an effort to capture the feelings while they are raw, I decided to blog about the ones that really stand out. Too often we take things for granted, so I want to document my experiences.

My first semester of senior year was majorly defined by three things: being editor-in-chief of the Butler Collegian, interning at the Independent Colleges of Indiana and the 2016 presidential election.

While this was not my entire life first semester, these elements were the foundation and provided me with exciting challenges.           

As a senior journalism major, this year is the first time I’ve held the same position for more than one semester on the Butler Collegian, the student news organization. I’ve been a Reporter, Assistant News Editor, News Editor, Foreign Correspondent (writing profiles while I studied abroad), Managing Editor, and now Editor-in-Chief. I went to a high school without a newspaper, so I came to Butler with next to no experience. That was quickly rectified when I joined the paper and began writing. I fell in love with the Collegian and everything it provides for students. Early on, my editors assigned me stories right away, letting me mistakes, and then helped me to fix them and learn what I could do to improve with each and every new assignment. Butler prides itself on providing this kind of experiential learning to its students, and I learned the most outside of an actual classroom. I learned it a newsroom, surrounded by my peers who shared my passion for student press.

I needed this environment to test the theoretical knowledge I gained from classes. The Collegian allowed me to write, report and edit without worrying about a grade. It was real world experience, but inside the Butler bubble.

With this foundation, I left my comfort zone and wrote for a local newspaper, got an internship and grew immeasurably.

But the best part of the Collegian is the community. The staff is made up of some of the most passionate, dedicated and talented people I know. Their humor is always appreciated during the late nights.

Leading an amazing group is a great responsibility I take seriously, even if I add a GIF to almost every mass email I send reminding them about a meeting. I know the final decisions are mine to make, which is an immense pressure to be under.

I say thank you in almost every staff meeting and email, but I cannot express how grateful I am to have this staff in my life. They make all the hours of hard work worth it, because I know I am preserving a Butler cornerstone for generations of Bulldogs to come.

At the end of the fall semester, the staff surprised me with a blanket with a collage of headlines, photos and quotes from the issues we published. Overwhelmed, I started laughing and rambling on about how amazing they were.

In that moment, I could not express how much the gesture meant. I looked out at the crowd of staffers and saw the future of the paper and the future of the journalism industry, and they were thanking me. It was surreal, and I felt like I owed them everything.

Although we went through tough times as a newspaper and as a staff, the Collegian was a constant in my college career.

Joining the Butler Collegian was the best decision I made in my first few weeks at school. Its impact on my life will help shape my future journalism career.

Over the summer, I began interning at the Independent Colleges of Indiana, an organization that works on behalf of the 31 private, nonprofit universities in the state. About a dozen people work there, so I assumed responsibilities like I had always been a member of the team.

I ran the social media accounts, wrote press releases, started an intern blog about college life and helped with different marketing campaigns. My supervisors trusted my knowledge and skillset, so I dove into the work.

Some big projects came my way, including a month long campaign focused on answering questions about college for high school students. 31 Answers to Your Questions About College launched in September, but the process was already underway when I began work in May.

One of the focal points of the campaign was to show how affordable attending a private college can be, because more than 90 percent of students who attend an ICI school receive financial aid. But the questions also covered topics from campus housing options to how many applications to send.

I helped coordinate with representatives from every campus to collect short videos answering common college questions. (That was no easy task, might I add.) Then we edited and transcribed the videos as we worked with a web design company to build a new microsite to host the campaign.

With my high level of involvement, I sat in on all the meetings. My voice was heard, and my suggestions were valued. My input made positive changes to the campaign, which was a powerful thing for me to witness as an intern.

ICI does great work, and I was a part of it.

The organization works to help the private universities and students in many ways, from helping colleges be cost efficient to promoting the institutions to prospective students.

My work could potentially impact thousands of students and their choices about college.

Believing and buying into the mission of where you is so important.

“ICI is the collective voice for excellence and choice in higher education for all students.”

That simple motto sums up the core belief in providing quality educational opportunities for everyone, and I am really proud of the role I get to play to make it happen.

The 2016 presidential election rocked the political atmosphere of the United States on Election Night, I reported on it.

Collegian staffers and editors came to the newsroom to watch the results roll in, work on the next day’s paper and eat pizza.

We were over inundated with information — flipping through channels, checking several online news organizations and scrolling through our social media feeds. When a state was called either for red or for blue, I could feel the newsroom buzz.

I was writing an article as the results rolled in, noting everything from the time to how to stock market was faring. We brainstormed headline ideas, which spun into ridiculous territory pretty quickly.

As it got later, it felt like time moved slower. At 1:30 AM, I called the printer to see just how late we could push back our deadline and still get the paper delivered at the same time. He said 5:00 AM was the latest.

Then all the networks and newspapers began calling the election for the Republican nominee Donald Trump.

It was 3:30 AM, but I was more alert than I had been all day. I furiously typed quotes from his acceptance speech and scrolled through my newsfeed to see who was still up.

I talked to my fellow Bulldogs who had very different views at 4 in the morning. I put it all together, placed it on our pages in InDesign and finally sent the printer our paper at 4:45 AM.

I slept for two hours and then went on with the next day.

Collegians hit the newsstands the next day with the headline “He’s hired” and a picture of Trump’s face above the fold.

Some major newspapers like The New York Times or The Indianapolis Star did not have the winner in their headline, since they sent the pages in before the announcement. (See, sometimes it is worth it to ask for the extension.)

Reflecting on that day, I feel really lucky to have the unique experience of reporting about a presidential election surrounded by very supportive peers. The collegiate newsroom harbors a true sense of friendship and mutual respect.

I was running on adrenaline, and I accomplished the task with the help of my editorial team. Their support pushed me to finish strong and produce work I am proud of.

This experience cemented a career choice that I already knew I wanted. I want to share events with people and let their voices be heard.

The Collegian let me start my journalism career early, and I am so glad I got to cover my presidential election with the paper that started it all for me. 

Academics

Experiential Learning for Collegian Editor Comes Outside an Actual Classroom

Too often we take things for granted, so I want to document my experiences

AcademicsPeople

Professor Hege's Book Looks at the Resurrection

BY

PUBLISHED ON Jan 26 2018

At the heart of Christian faith is the resurrection—the idea that "Jesus is risen." But what does that mean? Did Jesus literally walk out of the tomb? Did he transform into a new body? Or is the resurrection symbolic or metaphorical?

Those are some of the questions Center for Faith and Vocation Scholar in Residence and Instructor of Religion Brent Hege examines in his new book, Myth, History, and the Resurrection in German Protestant Theology.

Hege writes that beginning in the 18th century and for about 300 years, theologians—starting in Germany, then spreading across Europe and the United States—have debated the true meaning of the resurrection.

"That's what this book is," he said. "It's a journey through what that discussion was like."

In the book, Hege doesn't adjudicate the different theologies. Instead, he lays them out for the reader and points out that "good questions never die; only the responses change."

"Not only is the question of the resurrection a good question," he writes, "it is also perhaps the most important question for Christian theology. The responses to these questions must evolve because the context in which the questions are raised is also always evolving. What was the most faithful response for the ancient church might not be the most faithful response for the church at the beginning of the twenty-first century. It is the task of theology to evaluate its context and develop faithful responses that address that same context."

The idea for the book grew out of Hege's master's thesis, which he wrote in 2001 while a student at the Lutheran Theological Seminary in Gettysburg, Pennsylvania, about theologian Rudolf Bultmann. At the time Hege finished writing, Bultmann's views had become out of date and unfashionable. So Hege moved on to other topics.

Then two years ago, a Princeton Theological Seminary scholar published a nearly 1,000-page study of Bultmann's work, The Mission of Demythologizing. Hege, who's in his 10th year teaching at Butler, decided the time was right to revisit and revise his master's research. The result is this new book.

To some degree, the book is written for scholars, Hege said. But he's heard from people who aren't scholars who found it helpful.

"Especially people who aren't sure about that question," he said. "Anybody who is familiar with the broad contours of Christian thinking and has a little sense of the history of intellectual ideas from the last 300 years will be able to follow it easily."

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

AcademicsPeople

Professor Hege's Book Looks at the Resurrection

He documents theologians' arguments from the past 300 years.

Jan 26 2018 Read more

Of Brothers and Business

Megan Ward MS ’13

from Spring 2018

Conner ’11 and Jordan ’13 Burt—brothers from Elkhart, Indiana—came to Butler for similar reasons. The people. The size. The athletics. The feeling ... you know, the one where you just know it’s where you belong. 

While at Butler, both studied Economics—Conner an Economics major with a minor in Business, and Jordan a double major in Economics and Finance— and both played soccer. 

Conner BurtJordan’s favorite Butler memory is playing Indiana University in the Sellick Bowl with 5,000 fans in the stands. “The game was wild in itself, but we ended up coming back from a 2-0 deficit when David Goldsmith sent in a game-winner during overtime. That was a special day.” 

And Conner credits Butler Soccer for teaching him how fulfilling it can be to reach toward a common goal with like-minded individuals. “It made me appreciate ‘the underdog’ and, to this day, I’ve always tried to find situations that allow me to play that role.” 

To most people, being an entrepreneur is a lot like being the underdog. You aren’t the “safe bet,” so you have to enjoy taking risks. And you’re going to need to work twice as hard to be successful, so you better have incredible drive. Conner and Jordan both possess these traits and, with them being brothers, it makes most question the role genetics play in the matter. But, we aren’t here to discuss the nature vs. nurture of it all. 

During Jordan’s first year at Butler, he “got very fired up about entrepreneurship” in his Real Business Experience class. As he continued into his junior and senior year, his “classes and internships really fueled the flame.” 

Not surprisingly, Conner can relate. “Experimentation and opportunity was encouraged. From the Real Business Experience to independent studies, I realized the challenge and fun in starting something new.” 

In fact, both Conner and Jordan helped start the Butler Farm and Conner tried to build a compost business during his time at Butler. “Seven years later, I still think about a lot of lessons I learned through those experiences,” Conner confesses.

These lessons have served him well. After graduation, Conner completed an Orr Fellowship, which places high-potential college graduates with Indianapolis-based technology companies. His first job—which turned out to be in sales—was with a software startup called iGoDigital. Conner loved the challenge and helping solve customer problems.Jordan Burt

Eventually, ExactTarget acquired the startup and, then, Salesforce acquired ExactTarget. Through the transitions, Conner got involved with training—these new companies needed to learn about iGoDigital in order to sell it, which is what Conner had been doing for two years. So, he spent a lot of time on assignment in London, Australia, and all over the United States. 

During this time, Conner became a friend and roommate of Max Yoder. Yoder needed clients to test out his new training product, so they tested it at ExactTarget. As Conner shares, “It worked splendidly. It cut my travel time in half, and everyone who used it, loved it.” 

Conner joined Yoder at Lessonly, where he currently serves as the Chief Operating Officer, which means, “focusing on new initiatives that present large opportunities and/or the biggest challenges we’re facing at any given time.” 

According to Conner, “Lessonly has more than doubled in size each of the last five years and was ranked one of the Top 3 Best Small Business Cultures in the United States by Entrepreneur.” Quite an accomplishment for a startup. 

Back when Lessonly had only three employees, Jordan worked with Conner, helping him sell the software for a year and a half. He also was playing soccer with the Carolina Railhawks. 

While his friends were applying for corporate jobs after graduation, Jordan was trying to land a position on a pro soccer team. He admits it wasn’t a smooth path, but he is happy he took the risk. 

“The soccer world is an uncertain one in which your career could end at any time, so I have tried to always find balance in doing other work, exploring interesting topics, and, now, starting my own business,” explains Jordan. 

He found his passion while completing internships during his time at Butler. His first, in corporate finance at Zillow in Seattle, had some great perks but was not something that would excite him every day. His next experience at Techstars, a startup accelerator for tech companies in Boulder, Colorado, is where he found the contagious excitement and energy he wanted. 

Now, Jordan is playing professional soccer with the Colorado Springs Switchbacks Football Club and is Co-Founder of Pro Performance (properformance.guru). 

While he and Conner may not work together directly anymore, Jordan’s business uses Lessonly. “We get a killer deal.” 

AcademicsAthletics

Of Brothers and Business

Butler University: Entrepreneurs welcome here

by Megan Ward MS ’13

from Spring 2018

Read more
Academics

New Study by Butler Professor Shows Why Electoral Integrity Matters

BY Rachel Stern

PUBLISHED ON Oct 30 2018

INDIANAPOLIS—As the 2018 midterm elections near, there is an increasing focus on how difficult it is for some people to actually cast a vote in certain states.

For example, voters in North Dakota, Ohio, Missouri, Kansas, and New Hampshire, among others, are facing restrictive voter ID laws and purges of voter names from the rolls. In Georgia, allegations of voter suppression against black voters have reached a boiling point. According to a recent report from the Associated Press, about 53,000 voter registration applications are in limbo because information on applications doesn’t exactly match up with names on drivers licenses or Social Security cards.

These challenges to electoral integrity have an impact on citizen confidence in elections, according to new research from Butler University Assistant Professor of Political Science Greg Shufeldt. His research found that the higher a state ranks when it comes to electoral integrity, or how states run elections, the more likely individuals are to feel like their vote is being counted fairly.

Essentially, those states that ranked higher in electoral integrity had citizens who felt more confident in the democratic system, according to Shufeldt’s research.

“Citizens that live in states with lower electoral integrity are going to be less likely to have confidence in the election process and are less likely to think that their vote is counted fairly and that has consequences,” says Shufeldt, who studies political parties, political inequality, and American politics. “If you don’t think your vote is counted fairly, are you going to keep voting? Probably not.”

Shufeldt’s research, published with Patrick Flavin from Baylor University in State Politics & Policy Quarterly, looked at two different measures of electoral integrity (one led by researchers at MIT and one led by researchers at Harvard). They tested which components of each electoral integrity measurement had a relationship with voter confidence through statistical analyses.

The aspects that impacted citizens’ confidence in the electoral system the most? Personal experience. Examples include problems with the voter registration process, polling site accessibility, availability of ballots, simplicity of the voting process, voter ID laws, violent threats against voters, and simply the presence of qualified candidates on the ballot.

“Broadly, what citizens directly experience impacts their perceptions about whether or not their vote is being counted fairly the most,” Shufeldt says. “The things that a voter would experience going to the polling place are the types of things that are much more likely to have an impact on their confidence, as opposed to the things that happen in a government office that they don’t see.”

All of this matters, Shufeldt says, because if a person doesn’t feel like the process in their state is legitimate, and therefore, that their vote is going to be counted fairly, then there’s a good chance they will stay home on election day, he says.

“This impacts voter turnout,” he says. “My research showed that there is a direct correlation between having confidence in the electoral integrity of your state, and whether or not your vote is being counted fairly. In turn, where you live can determine your desire to show up and your confidence in the system. That is hugely problematic for our democratic system. Where you live is determining the experience you have at the polls.”

This isn’t all just some accident, says Shufeldt. 

States chose their election laws and, he says, states are choosing to go in very different directions in terms of how they conduct their elections. So, who controls state government matters a whole lot for the quality of democracy in one’s state, he says.

According to past research from Shufeldt, Republican-controlled states are increasingly pursuing measures that are damaging electoral integrity, whereas majority Democrat-controlled states are more likely to pursue policies that would lead to higher electoral integrity rankings.

“Because states are increasingly under one party control, some states are able to implement tougher voter ID laws, purging their voter rolls, and are adding additional restrictions or checks to the election process, while other states are choosing to go in a different direction and pursue reforms like making voter registration automatic,” he says. “If you assume that elections play a key and central role in a democratic government, states are choosing wildly different ways to conduct those elections.”

Media contact:
Rachel Stern
Director of Strategic Communications
rstern@butler.edu
914-815-5656

 

Photo by Erik (HASH) Hersman via: freeforcommercialuse.org

Academics

New Study by Butler Professor Shows Why Electoral Integrity Matters

Pol. Science Professor Greg Shufeldt's study shows that electoral integrity has impact on citizen confidence in elections.
Oct 30 2018 Read more

Butler Summer Institute–Celebrating 25 Years

Sharon Alseth ’91

from Spring 2017

No classes, no employment, no interruptions—only research. That’s just the way they want it, the 30 students who are chosen to immerse themselves in the Butler Summer Institute (BSI), celebrating its 25th anniversary this year.

These are dedicated, self-directed Butler student researchers with a methodological background and a passion to pursue a significant question, every day for nine weeks. Students who apply need a recommendation from a faculty member, and an explanation of their project. BSI participants each get a $2,500 stipend and live and work on campus. Each student has his or her own faculty mentor and close bonds are formed, with the added support and encouragement of fellow student researchers.

“No topic is off limits,” said Dr. Dacia Charlesworth, Director of Undergraduate Research and Prestigious Scholarships at Butler. “It could be that a student found something interesting in the humanities, and they’re excited to take it to another level. One student analyzed Tweets about the violence in Ferguson, Missouri, and then the Orlando nightclub shootings happened and her project shifted focus. We had a history major who wants to be a dentist, study the effects of mercury tooth fillings. She uncovered an actual melodrama musical of mercury’s side effects.” Said Charlesworth, “These are great students who want to learn, and that makes our job easy.”

The BSI students have to show how they are advancing research in their field, and make a definite contribution to their discipline. There are “research recaps” at the end of each week, aided by presentation training so students can more confidently explain their work in basic terms to their audiences. In the end, students are required to produce work worthy of acceptance in a professional conference or publication, and they present their project at Butler’s Undergraduate Research Conference the following April. 

AcademicsStudent Life

Butler Summer Institute–Celebrating 25 Years

No classes, no employment, no interruptions—only research.

by Sharon Alseth ’91

from Spring 2017

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Academics

Butler Undergraduate Research Journal Publishes Third Edition

BY

PUBLISHED ON May 13 2017

“Uncovering the Mystery of Machu Picchu, “Social Relevance and Innovation in Public Radio,” and “Tango: A Spanish-Based Programming Language” are just some of the papers contained in the 2017 Butler Journal of Undergraduate Research, which is now available online.

The third annual journal features a wide range of scholarly papers—five by Butler students and the others from Stanford, DePauw, Pittsburgh, California State Polytechnic, and University of Warwick.

Submission of original scholarly research articles is open to undergraduates from any accredited college and university. Published papers were selected by Butler faculty.

The first two editions of the journal had more than 6,100 downloads from across the globe.

“The Butler Journal of Undergraduate Research has successfully enhanced Butler’s commitment to undergraduate research by building upon and expanding existing opportunities for student scholarship with the additional opportunity to disseminate their work to a growing national and international audience,” said Professor of Sociology Kenneth Colburn, the Editor of the journal.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

Butler Alumna Makes Science Fun

Krisy Force

from Spring 2017

Julie Boyk ’10, Senior Education Coordinator for the Museum of Science and Industry (MSI) in Chicago, remembers having a difficult time deciding which college to attend. She was excited to be accepted to Butler University but she had two other colleges who were offering scholarships from which to choose. It wasn’t until her dad was heading to Indianapolis for a business trip that he asked her along to tour the campus.

“I went on the trip just to appease my father. It was freezing cold and snowing, but the moment I stepped out of my dad’s car, I felt at home,” Boyk said. “I thought, ‘this is where I was going to spend the next five years of my life.’ We went on a tour, further drawing me into what some people call ‘Butler magic;’ I was hooked.”

Boyk spent her next few years at Butler working toward her degree in Early/Middle Childhood Education. About a year after graduation, Boyk stumbled across a position at MSI while perusing the museum’s website prior to a planned visit, and since she had been having a difficult time finding a job within the school systems, she decided to apply. Julie Boyk with students

“MSI was the mecca of field trips as a kid from the Chicago suburbs, so the thought of working there brought back many positive memories,” Boyk said.

During her interview, Boyk pulled from the skills toolkit Butler’s College of Education gave her to demonstrate a potential lesson plan that was hands on, thoughtful, and tasty since Oreo cookies were involved.

“All of the hands on work Butler exposed me to was very helpful and I wouldn’t be the teacher I am today without that,” Boyk said.

Before she made it home, Boyk had an offer.

Since getting hired, Julie has had many realizations about herself and the job she had in mind before starting at MSI.

“I never saw myself teaching middle school or high school students, but it’s so fun. I’ve discovered it’s one of my favorite parts,” Boyk said.

Her list of favorites regarding her work at MSI doesn’t stop there. Every day is different and through MSI’s Learning Labs she has the opportunity to teach a wide range of science subjects like forensics, pendulums, simple machines, and Mars, where students and Boyk have the opportunity to teleconference with real NASA scientists to ask questions.

If she had to choose a favorite aspect of her job, it would be when she gets to make science fun for all of the students who enter the museum with the mindset that science is boring, or confusing.

Julie Boyk with students

“Not too long ago we were doing a project about Mars and a student in 6th or 7th grade asked me if I was a scientist. Technically I’m not, but to answer his question, and to get him involved I responded by saying ‘Yes, I am a scientist and you are too,’” Boyk said. “At first he said ‘No, no I’m not.’ He came up to me after class and told me, ‘I understand what you mean now about how I’m a scientist too,’”

Creating even just a small shift in attitude among students about science, and making sure they understand that science can be messy and fun is why Boyk loves the work she does and for a museum that is considered an industry leader.

“I’m able to touch the lives of so many more students with what I’m doing here. Between myself and four other co-workers, we are able to interact with about 24,000 students a year,” Boyk said. “We really are at an important museum, and it makes me want to work above and beyond my abilities to make sure I represent the museum in the best way possible.” 

AcademicsCommunity

Butler Alumna Makes Science Fun

It wasn’t until her dad was heading to Indianapolis for a business trip that he asked her along to tour the campus.

by Krisy Force

from Spring 2017

Read more

Every other year Butler University students, primarily those in the biological sciences, apply to take a two-week course in Panama allowing them the opportunity to work with world renowned researchers and scientists at the Smithsonian Tropical Research Institute (STRI).

Students in PanamaSTRI, founded in 1923, is dedicated to understanding tropical biodiversity and is home to 38 staff scientists and supports 900 visiting scientists annually. Collectively, the work of STRI scientists and the location and quality of STRI’s facilities, has resulted in STRI becoming one of the premier research institutions in the world.

“The staff scientists who work at STRI, essentially the faculty, are top-notch, world renowned researchers and we thought giving our students access to them would be pretty phenomenal,” Travis Ryan, Professor and Chair of Biological Sciences, and one of the two faculty members who lead the trips, said.

The partnership with STRI formed about 10 years ago when Frank Levison ’75, Ph. D. established the Sciences Opportunity Endowed Fund. The income from the fund provides for equipment replacement and repair, faculty and student travel, undergraduate research, and scholarships to recruit high-quality science students.

“We run the class in the summer and use funds from the endowment to defray the costs of the trip for students,” Ryan said. “If you were to take a summer course on campus, it would be about $2100 for a 4-credit hour class. Last summer when we took the students there we charged them $2300. So for an additional $200 dollars, students got air fare, accommodations, and 85% of their meals covered for two weeks in Panama.”

Prior to leaving, students meet once a week for a semester covering the basics so when they arrive in Panama they are able to focus on experiential learning.

“We don’t see a lot of value in traveling a quarter of the way around the world to sit in a classroom. So if we do hear a lecture, it’s from a guest speaker,” Ryan said.

While abroad, students spend time meeting with staff researchers, graduate students, field technicians, visiting field sites, and tagging along on research trips. Oftentimes the students’ days begin at 6:00 AM and usually go to 10:00 PM.

“It’s a pretty intense couple of weeks, but the endowment makes it possible,” Ryan said.

Since the program’s beginnings in 2008, Butler has sent around 70 students to Panama.

 

In addition to the course, Butler students have the opportunity to complete a 3-month long internship in Panama working with STRI scientists. There have been around 15 students who have completed internships at STRI site in Panama and Butler continues sending about two students a year. 

“Interns become part of a research lab,” Ryan said. “In addition to contributing to a bigger overarching project, they normally have a project they’re in charge of—one of the first students we sent there was dissecting the brains of ants.”

Students in Panama

Other research projects students have worked on include studying frog mating behavior both in the field and in acoustic chambers. Ryan explained over the last several years, a number of students have been sent to work in Rachel Page’s bat lab to work on various aspects of bat communication and ecology.

Carmen Salsbury, Professor of Biological Science and one of the people in charge of overseeing Butler’s STRI student internships added, “The STRI experience has proven to be quite transformative for our students. Several of our past STRI interns have leveraged their experiences to land positions in some of the top graduate programs in the country.”

It’s been made clear to both Ryan and Salsbury that the relationship with STRI is not only beneficial for Butler and its students, but for STRI as well. Ryan explained a commonality between the two programs at Butler is that students often leave a lasting impression on the researchers at STRI.

“Our interns have a great reputation among STRI researchers,” Ryan said. “The fact that we keep sending people to Rachel Page’s lab is because she’s always impressed with what she gets out of our students when they’re down there.”

Ryan concluded by saying, “The partnership with STRI is really a great program. It’s a fantastic opportunity for our students and one that you’d be hard pressed to find at other institutions.”

Academics

Student Research–Smithsonian Tropical Research Institute

Smithsonian Tropical Research Institute Provides Students with Opportunities to Work with World Renowned Researchers

by Krisy Force

from Spring 2017

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From the President

James Danko

from Spring 2017

When North Western Christian University—later to be renamed Butler University—opened its doors in 1855 with only two professors, natural science was a foundational part of the curriculum. As courses of study evolved in later years, the science track was in high demand among students. And in the mid-1940s, as Eli Lilly and Company was achieving success with the production and distribution of penicillin, Butler took over the Indianapolis College of Pharmacy, becoming one of only two colleges in Indiana to confer pharmacy degrees.

Now, as then, Butler University is dedicated to providing world-class academic programs in pharmacy and in life, physical, and health sciences. Demand among students and employers for these programs, as well as for Butler’s engineering and technology programs, is high, and many—including the Science, Technology, and Environmental Studies program featured in this magazine— prepare students for medical school and other graduate programs. Butler is dedicated to all these programs not only because they are central to its academic mission, but because the University has an important role in supporting economic development in the Hoosier state.

Over the past decade, Butler’s undergraduate enrollment in the sciences within the College of Liberal Arts and Sciences has increased by over 56 percent. As applications to the University reached an all-time high last year, 10 percent of those applications were for Biology. Applications to the Computer Science and Software Engineering major have jumped 67 percent over the past two years alone. Because science and technology are integral to economic and social progress locally and worldwide, they are central to Butler’s educational mission. As Butler prepares a diverse, socially responsible generation of students to excel in these fields, I hope you will join me in celebrating the success stories highlighted in this edition of Butler Magazine.

AcademicsCampus

From the President

Butler University is dedicated to providing world-class academic programs in pharmacy and in life, physical, and health sciences.

by James Danko

from Spring 2017

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Faculty Focus: Tara Lineweaver

Krisy Force

from Spring 2017

When she entered Butler University as a first-year voice major, Professor of Psychology Tara Lineweaver ’91 never would have imagined that she would graduate four years later with a Psychology degree as well. Nor would her first-year self believe she would head to graduate school in Georgia, finish an internship in Chicago, complete a doctoral program in California, and work at The Cleveland Clinic Foundation in Ohio, only to end up right back where she started—at Butler. 

“It’s funny because when I was a student at Butler, I always said I wanted to work at a place like Butler when I grew up, but I never really imagined I’d work at Butler,” Lineweaver said. “I worked in Admission as a student, so I thought if I did come back I was going to be an admission counselor. I had no idea I would return as a professor.” 

Since arriving back at Butler, Lineweaver has participated in numerous research projects with her students, and she also, along with a group of faculty, has played an integral role in helping create and teach Butler’s new Neuroscience minor. 

“Provost Kate Morris, who was the chair of the Psychology Department at the time, initiated the effort. We were excited to get the Neuroscience minor approved,” Lineweaver said. 

The new minor is interdisciplinary with coursework in Psychology, Biology, and Philosophy. Since its creation in 2013, 26 students have graduated with a Neuroscience minor and 62 students are currently pursuing it. 

“One thing that’s really cool about the minor is that it encourages students to think about the mind and brain from both a scientific and liberal arts perspective,” Lineweaver said. 

In addition to the coursework, students involved in the Neuroscience minor complete internships and research as well. 

For instance, last year one of Lineweaver’s students, Colleen Frank ’16, completed a project that looked at the recognition of emotion through both facial expressions and tone of voice in patients with Parkinson’s disease. She found that people with Parkinson’s disease are not as good at recognizing emotion as their healthy age-matched peers. 

Lineweaver’s passion for neuroscience and collaboration with students has allowed her to build up her own research portfolio and to keep pursuing the many areas of interest she developed prior to teaching at Butler, including Parkinson’s, Epilepsy, Dementia, and Attention Deficit Hyperactivity Disorder research. Many times her students have guided which direction her research takes. 

“I’ve always been a dabbler. I tried many different types of research through my graduate training, and when I got to Butler I continued in all of those areas,” Lineweaver said. “That is one thing I really like about being at Butler, that I can do a lot of different things and not just focus on one question.” 

Lineweaver continued by saying, “Not too many people get the opportunity to go back and work at their alma mater. I am really fortunate that I had that opportunity. I love working at Butler.” 

 

Tara is also currently interested in researching healthy aging. If you are age 60 or over, live in or near Indianapolis, and want to participate in future studies, please email her at tlinewea@butler.edu

Academics

Faculty Focus: Tara Lineweaver

“It’s funny because when I was a student at Butler, I always said I wanted to work at a place like Butler when I grew up, but I never really imagined I’d work at Butler.”

by Krisy Force

from Spring 2017

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The Linklater Voice

Krisy Force

from Spring 2017

Theatre is an art where the human being is the medium the art is created with, and the art form is about bringing a human being to life. In order to achieve a great play, actors must learn and train in the actor’s quartet: voice, body, mind, and heart.

At Butler University, theatre students train in all these areas, but it wasn’t until the early 2000s that the University had a well-structured and effective voice class.

“I knew we weren’t offering training that was good enough in this department, and I wanted something better,” Jordan College of the Arts Theatre Chair Diane Timmerman said. “We just had one random, inconsequential Voice for the Actor class, and now we have three that are very structured, specific, and effective.”

Timmerman spent four years obtaining a Linklater Voice certification to help create and teach Butler’s new Voice for the Actor classes. The Linklater Voice methodology uses a combination of imagery, art, and science to teach students to liberate their natural voices; the hallmark of the Linklater work being maximum effect with minimal effort.

“I like to look at the work with two main purposes,” Timmerman said. “One is called vocal hygiene—developing the breathing and speaking mechanism and restoring it to the way it was originally meant to be utilized. The other side of the work, which is of utmost importance to actors, is expressivity.”

Throughout the semester, Timmerman’s students complete a variety of physiological exercises and study the anatomy of the human body to gain a better understanding and awareness of how their bodies and their breath affect one another. Timmerman even utilizes a parachute, like the ones used in elementary and middle school gym classes, to help students better visualize how the diaphragm actually works.

“Ninety percent of people’s voice issues have to do with breathing issues. So we begin with skeletal awareness, breath awareness, and exactly how the breathing process works,” Timmerman said.

Timmerman explained the outcome of these exercises and the studying of anatomy is that students develop a picture of the skeleton which means they can better release extraneous tensions that impede the breathing and speaking process.

“Breath is the foundation for everything with your voice,” Timmerman said. “Your voice can be much more when you want it to be. Certainly an actor on stage wants the voice to be more effective. They’re playing a role and they want the feelings, the thoughts, and the essence of that character manifested in their sounds.”

Timmerman further explained that the Linklater methodology is holistic work that takes time to learn and master, but that it works, which is why Timmerman pushed to earn her certification to teach it.

“Once a student goes through even one semester of Voice for the Actor class, they have developed so much awareness of their breathing and speaking mechanisms that they do far superior work on stage,” Timmerman said.

Timmerman is one of fewer than a 140 individuals worldwide certified in Linklater Voice. This means Butler students, who learned the Linklater methodology through Timmerman’s class, are a rare group of students who hold a better understanding of how their voice works and how they can use it in various situations to excel both personally and professionally.

AcademicsArts & Culture

The Linklater Voice

Theatre is an art where the human being is the medium the art is created with, and the art form is about bringing a human being to life.

by Krisy Force

from Spring 2017

Read more

It's In Her Nature

Marc D. Allan MFA ’18

from Spring 2017

Marissa Byers ’18, the first Butler student to officially major in Environmental Studies, figures she now has the best of all worlds when it comes to career options. The junior from Springfield, Illinois, could use what she’s learning to work in public health. Or maybe on public policy issues. Or perhaps working for a non-profit or doing something in urban ecology. 

As someone with a broad range of interests who has considered majors in business, communication, and education, Environmental Studies plays to her strengths. 

“My passion has always been the environment, and in Environmental Studies I get to combine a lot of my skills,” she said. “If I go into non-profit work, I’m going to be using those communication skills and those business skills in outreach with communities. So I’ll be using my strengths for a purpose I’m passionate about. Environmental Studies is a nice combination of that.” 

Environmental Studies is a new major under the Science, Technology, and Environmental Studies (STES) umbrella. Biology Professor Carmen Salsbury, who directs the STES program, said student interest in a broad range of disciplines is driving the new major, which allows for a career in the science arena without doing the classic biology-chemistry-physics track. 

“What’s great about STES is that these majors reflect how the world is,” Salsbury said. “These majors are very interdisciplinary and that’s how the world is as well. You have to know an awful lot about a lot of things. If we’re trying to train students who are going to contribute to society, we have to teach them to think broadly and critically and see how things interconnect.” 

Environmental Studies majors focus on the relationship between environment and society and those environmental issues that deserve attention, like: How do we institute environmental change or awareness? Students take some prescribed science courses to establish a basic understanding of chemistry, ecology, and evolutionary biology, as well as other courses that focus on the environment. They also delve into the sociological aspects, such as humanity’s relationship with the environment and what that means for the future. 

All Environmental Studies majors must complete a practicum experience—either taking the Environmental/Sustainability Practicum course or by completing an independent practicum/ internship experience in which they work with a community partner on an issue relevant to that partner. Byers, for example, is fulfilling her requirement by interning with the CUE Farm on campus. Some students might work with Keep Indianapolis Beautiful, the Indiana Department of Natural Resources, or even at the statehouse dealing with lobbying organizations on an issue like concentrated animal feeding operations or another factory farming-related cause. 

“We really want the students to get out into the community and engage the community in those issues that are environment-related,” Salsbury said. “I think students are recognizing that science and society is critically important to implement policy and change behaviors with regard to the environment, medical practices, and immunizing children, to name just a few areas. All of those things have major sociological, ethical, cultural, political, and economic components to them.” 

Byers said she figures she may end up in a job that doesn’t exist yet. That might mean something in the area of working with kids, since there’s a trend in schools to incorporate nature into the curriculum. That has a lot of benefits for child development education, she said, and also prepares the next generation to be more environmentally conscious. 

“I want to work in urban environments to change people’s perceptions of nature as something that’s out there that we’re not connected to,” Byers said. “I want to bring it into urban environments to help people understand what their daily actions do to the overall environment.”

AcademicsCommunity

It's In Her Nature

by Marc D. Allan MFA ’18

from Spring 2017

Read more

Suits or Sails?

Cindy Conover Dashnaw

from Spring 2017

Wet or dry shoes? Shorts or a sport coat? Sunshine or fluorescent lights? Mosquitos or … well, fewer mosquitos? 

You may not think of these things when considering an internship, yet they do become part of your reality. Just ask Butler interns Tyler Hudgens and Keiffer Williams. 

Tyler Hudgens ’17 

Manufacturing and Quality Science Intern, Eli Lilly and Company Tyler Hudgens

Tyler Hudgens chose dry shoes and fluorescent lights when he took an internship with Eli Lilly and Company, a global pharmaceutical company headquartered in Indianapolis. He’s happy with his decision—so happy, in fact, that when the company offered him a job upon graduation, he accepted with alacrity. 

Hudgens is in this spot because he availed himself of a Butler opportunity and attended a Woods lecture. He walked in as a pre-med student who was questioning his career choice. He walked out realizing bioengineering was what he’d been looking for. 

“I’d volunteered in hospitals and found it wasn’t for me. I was more interested in the science behind healthcare,” Hudgens said. “So when I heard a heart tissue bioengineer speak and learned what they did, I switched.” 

His internship at Lilly has confirmed his decision.

“I’ve gained strong problem-solving and strategic-thinking skills,” Hudgens said. “I was able to incorporate engineering and scientific concepts to solve real-world issues in pharmaceuticals while I was gaining knowledge about manufacturing processes within the medical industry.” 

Keiffer Williams ’16 Keiffer Williams

(Former) Intern, Smithsonian Tropical Research Institute, Oceans Research and Butler Summer Institute 

Applying to grad schools 

Keiffer Williams, on the other hand, opted for shorts and wet shoes. As an intern in the fish biology lab of the Smithsonian Tropical Research Institute in Panama and at Oceans Research in South Africa, Williams indulged his passion for ocean ecology and conservation. 

“I’ve enjoyed the ocean since an early age, especially sharks, and I nurtured that interest all through high school,” Williams said. “I was searching for ways to have a more limited experience to decide if marine science was something I wanted to do when I found Oceans Research.” 

He dove with dolphins and sharks (focusing on Great Whites) in the six-week program, coming to understand the significant effect humans can have on a species—even in the name of conservation. 

In Panama at STRI, working under the direction of visiting scientist Dr. Michele Pierotti, he explored the evolution of visual ecology among marine fish sister species native to the Atlantic and Pacific oceans. The Smithsonian experience instilled in him a keen understanding of the opportunities that come with a higher-level degree. 

Williams also participated in the Butler Summer Institute on plant hormones research. Now, he’ll spend the next two years applying to graduate school. 

The former Boy Scout is also keen to be a better conservation advocate. 

“In today’s world, there’s a large disconnect between scientists in the trenches of data and the lay person. It’s essential for people to be able to understand what we’re doing and what it means to the environment,” he said. 

AcademicsStudent Life

Suits or Sails?

Wet or dry shoes? Shorts or a sport coat? Sunshine or fluorescent lights? Mosquitos or … well, fewer mosquitos? 

by Cindy Conover Dashnaw

from Spring 2017

Read more
Academics

Searching for Cpl. James B. Gresham

BY Marc Allan MFA `18

PUBLISHED ON Oct 29 2018

Cpl. James B. Gresham deserves a memorial. Of that, Butler University senior History and Political Science major Nathan Hall is sure.

Why Gresham doesn't have a memorial has become Hall's fascination. This slight against the first Indiana soldier to die in World War I was the subject of Hall's presentation at the 2018 Butler Undergraduate Research Conference, and it served as the topic for a talk at TEDxEvansville on October 26.

"I would love if he got a monument or some kind of memorial in Evansville," says Hall, who, like Gresham, is from Evansville. "I think it'd be very fitting. I think he's a piece of our culture that's incredibly important."

Hall became aware of Gresham during his junior year at Reitz Memorial High School. Larry Mattingly, Hall's history teacher, offered extra credit to students who could find Gresham's grave. Hall and his friends scoured Locust Hill Cemetery and found what they were looking for: a government-issued headstone in the middle of rows of similar headstones.

At Butler, Hall researched Gresham to find out why he'd never been given a proper memorial after his body had been returned to Evansville in 1921. He wrote up his findings as part of his junior research project in Professor Vivian Deno's History 302 class.

Deno says Hall’s project "is testament to his determination and a historian’s intuition that there is a larger, more important story about an event or person that needs to be told."

"He spent many long hours reaching out to various archives, and searching for missing records," she says. "That effort paid off in a really smart and nuanced paper that makes us rethink the importance of local history. Working with students like Nathan and so many others is one of the real joys of being a historian at an institution like Butler. Undergraduate research has important contributions to make to the field."

In his research, Hall discovered that a combination of distraction and neglect were the reasons Gresham never got his due.

First, in 1922, the city's powerful mayor, Benjamin Bosse, died, which shifted Evansville's focus away from Gresham. Then the Depression hit. In 1936, the city again took up Gresham's cause. But in 1937, as plans developed to build a plaza dedicated to Gresham on the Ohio River, the river flooded. A third of the city's homes were destroyed.

The 1940s saw Evansville focused on the war effort.

And daily life went on.

"It seemed several times to be a surefire thing," Hall says. "But there was no end result. I wanted to unpack that mystery as best I could. I don't think I totally have, but even to get to the point where I am now where I can pretty confidently say that there were all these other things that happened that buried his memory – that's where I've gotten."

The more Hall found, the more interested he became in the issue of how and why we as a society choose to remember—or forget—different parts of our history

And when Hall's sister suggested he apply to speak at the TEDxEvansville event, he did and was excited to be selected. (TED—Technology, Entertainment, and Design—is a nonprofit devoted to spreading ideas, usually in the form of short, powerful talks. (Independently run TEDx events help share ideas in communities around the world.)

Hall, who graduates in December and plans to go to law school next fall, says the call to action in his talk isn't so much about the fact that there should be a monument for Gresham.

"It's that we need to understand that if something important like this gets lost or swept under the rug, we can get it back or remember it," he says.

Academics

Searching for Cpl. James B. Gresham

Nathan Hall `18 discovered the untold story of World War I's first Hoosier fatality, Cpl. James B. Gresham.

Oct 29 2018 Read more

Butler's Researchers Tackle TB

Cindy Conover Dashnaw

from Spring 2017

Most of us get a TB test some time in our lives, and we go on our merry way, assuming it will be negative.

We don’t know how lucky we are.

Butler University Associate Professor of Chemistry Jeremy Johnson is searching for a way to spread that luck to the parts of the world where tuberculosis still kills more people than any other infectious disease: 1.5 million annually.

Worse yet, the bacterium causing the disease (Mycobacterium tuberculosis) is becoming increasingly resistant to the antibiotics doctors use to treat the infection.

“The incidence of TB has remained fairly steady over time. It now annually causes more deaths worldwide than HIV, the other major fatal bacterial infection,” said Johnson, the recent recipient of a National Institutes of Health grant to study the disease.

Researchers rightly made a massive push toward arresting HIV growth in the 1980s, with tremendous success. Today, Johnson is part of a growing body of researchers determined to achieve the same success with TB.

“The bacterium that causes TB has a complex life cycle that’s very difficult to treat with current methods: four drugs and six months to treat a full-blown case,” he said. “In the U.S., we have a healthcare system that makes sure patients take their drugs all the way through their treatment schedule. In other countries, people start feeling better and stop taking their medicine, leading to drug-resistant TB infections.”

When TB is in its active form, it’s contagious and transmitted through the air. When it’s dormant – where Johnson is focusing his research – the bacterium exists inside the lungs, kept inactive by a healthy immune system.

Most treatments today don’t target inactive versions of TB. Johnson believes stopping the bacterium at the dormant stage – long before it’s a contagious infection – holds the most promise for eradicating the disease.

Here’s where Johnson gets technical.

“We’re looking at a particular class of enzymes within TB known as serine hydrolases. When researchers looked at the toxic proteins TB produces, they saw that serine hydrolases accounted for twice as many as other toxic bacteria produced – in fact, a higher relative amount of serine hydrolases are made in TB than we make as humans.

“In the change between dormant and active states, the body secretes a large number of these serine hydrolases into a person’s lungs, where they break down the host’s cellular components. TB bacterium then feed on nutrients from those components to survive.

“Our proposal is that if we can inhibit these serine hydrolases from being active during dormancy, then we could stop the entire process. In the dormant state, there is only a very small number of bacterium.”

More than 30 million people have died since the World Health Organization declared TB to be a global emergency in 1993. In 2016, the WHO declared the world is not doing enough to meet its TB goals.

Not if Johnson and his research students at Butler University can help it.

Learn more about the hands-on research happening at Butler here.

Academics

Butler's Researchers Tackle TB

We don’t know how lucky we are.

by Cindy Conover Dashnaw

from Spring 2017

Read more

Writing for Wellness

Marc D. Allan MFA ’18

from Spring 2017

Leona, a lady beyond a certain age, likes to break out in song. Doesn’t matter where she is or who’s in the room or that it’s well after Christmas and she’s still singing “Silent Night.” She’s going to sing.

At this moment, she’s sitting in a conference room at American Village retirement community, explaining herself between song bursts to Stephanie Anderson, a student in Butler’s Master of Fine Arts in Creative Writing program. Every Tuesday, Anderson and three other MFA students visit Leona and others at American Village to hear their stories and get them down on paper.

Leona talks, and Anderson captures her words.

“Leona feels happiest when she is among her 10 children,” she writes. “She loves to sing a lot too, and this is a gift she shares with her children, especially since it's a God-given talent. She loves singing in a choir and sharing the community, because God knows when she is happy and sad, and he projects his goodness through her. Leona knows we have to choose happiness. Words cannot describe the joy she feels being with her family, the one at home, and the one at church.

“Sometimes she is so glad to be alive that she bursts into song, being so glad for her life and her gift. She used to teach singing and sometimes she would sing those songs to her children when they felt lonely or sad, particularly ‘Amazing Grace.’ Leona believes firmly in love and laughter and compassion, and believes harder in the power of beautiful love. She doesn't want to be evil and frowning. She wants to kill sadness with joy. She sings when she is sad and when she is happy, because the voice is the soul coming to the light."

Sometime later, Anderson reflects on what happens in these sessions.

“We’re making a difference in these people’s lives,” she says. “We’re getting to know each other. We’re making friends. We’re showing ourselves and each other that it’s a big world we live in, but in this circle there’s joy, there’s happiness, there’s laughter. This is marvelous.”

This is Writing for Wellness, a program that MFA students began two years ago to use writing for therapy, for recollection, for relief, for fun. The first classes took place at Eskenazi Health in Indianapolis, where the MFA students worked with hospital staff who needed an opportunity to relax and unload.

Since then, Writing for Wellness has expanded—to Riley Hospital for Children, Indiana Women’s Prison, Hope Academy (a high school for students recovering from addiction), and Indiana Youth Group (an  organization for LGBT youth). The program is soon to add sessions for breast-cancer survivors.

The idea to bring Writing for Wellness to Butler started with Hilene Flanzbaum, the Director of the MFA program. Flanzbaum has taught creative writing on the undergraduate and graduate levels, and her husband, Geoffrey Sharpless, runs the summer creative writing camp at Butler and teaches creative writing at Park Tudor School. They often talk about the psychological benefits of that work, how the participants seem happier when they’re getting a chance to express themselves.

Flanzbaum thought that idea could be incorporated in the MFA program. And since one of the program’s missions is to provide service, Writing for Wellness seemed like a natural fit.

“It’s a discipline that’s fairly well established in other places but had no footprints at all in Indiana or Indianapolis,” Flanzbaum says. “So I saw a real opportunity for our students.”

Around the same time, Flanzbaum was recruiting a new MFA student, Bailey Merlin, who had taught in a Writing for Wellness program as an undergraduate at Berry College in Rome, Georgia.

“When we talked on the phone,” Merlin says, “I told her what I did: I bring everyone in, I have people write, they come to conclusions on their own, and it’s pretty fascinating. She’s like, ‘That’s exactly what we want.’”

That led Merlin to choose Butler for her MFA, and she led the MFA program’s first Writing for Wellness group that went to Eskenazi. There, she says, they saw staff members “writing about things they’d never expressed before and crying.” At Riley Hospital, she worked in a behavioral unit with kids suffering from eating disorders and depression.

“To see the spark of life go back into them is just amazing,” she says.

The spark works both ways.

“You would be amazed how much doing this changes you as a person,” Merlin says. “Just to see how you directly affect someone else. You don’t get that opportunity a lot.”

The MFA students who facilitate the program all seem to have that reaction. Tristan Durst has spent her Tuesday afternoons writing with a retiree named Robert, who was part of a 1950s Indianapolis-based doo-wop group called The Counts. The first week, she says, he told the same stories several times.

“Now, he’s remembering more, and more of his personality is coming out,” she says. “And this week, he was cracking jokes left, right and center. He was telling me about his brothers playing baseball and he said, ‘I won’t say that I was the best baseball player. I could, but I won’t.’ He started slipping in jokes, and I’m getting a real sense that he enjoys being there.”

Taylor Lewandowski, the MFA student who’s leading the group at the senior center, says he and the other Butler students are needed there. He tells the story of a woman he’s worked with named Martha.

“Her roommate passed away, and she saw her last breath,” Lewandowski says. “That obviously affected her. She came in three days after that and I worked with her. Afterward, she said, ‘That was really good for me. It was good for me to get out and talk to someone.’ Writing for Wellness creates this community that’s really nice. It’s really a service. We’re there to be there for them and once you realize that, it’s really nice. We’re actually doing something good.”

AcademicsCommunity

Writing for Wellness

Leona, a lady beyond a certain age, likes to break out in song.

by Marc D. Allan MFA ’18

from Spring 2017

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Faculty Focus: Jen Kowalski

Megan Ward MS ’13

from Spring 2017

Sure, there are collaborations with faculty here at Butler and other institutions, including the University of Massachusetts, but “students do the vast majority of the work,” said Kowalski. This work includes growing and maintaining the C. elegans worms, generating new strains of worms by performing mating crosses, doing molecular biology, fluorescence microscopy, and biochemical studies. They also do data analysis, help write and present their work at conferences here and around the country, and co-author all publications. 

So why C. elegans? Even though they only grow to about one-and-a-half millimeters in length and only have 302 neurons and 959 total cells, humans have surprisingly a lot in common with the worm. Yes, we have a lot more neurons (hundreds of billions) and quite a few more cells (around 60 trillion); but, we have a similar number of genes—around 20,000— and many of those genes are the same. As Kowalski states, “Although our nervous systems are much more complex, the basic organization of the circuitry is the same.” 

What are Kowalski and her students hoping to learn from their research? They’re interested in a family of proteins called ubiquitin system enzymes and the role these enzymes and their targets play in controlling neurons’ signals. “We use the C. elegans neuromuscular junction (the point of contact—or synapse—where motor neurons signal to muscle cells) as a model to investigate ubiquitin enzymes,” explained Kowalski. 

A cell biologist by training, Kowalski is interested in understanding how cells carry out their functions. She’s intrigued by the nervous system because it is a collection of cells that are working in both a “coordinated and tightly regulated fashion to allow information processing, storage, and transmission” (i.e., communication between neurons). This communication is disrupted in various neurological and neurodegenerative disorders, such as Parkinson’s disease and Alzheimer disease. 

The potential impact of their research is enormous. As Kowalski puts it, “Understanding how communication between neurons is regulated in a healthy nervous system is critical to understanding what goes wrong in these diseases—and how we might be able to effectively treat them.”

Academics

Faculty Focus: Jen Kowalski

The potential impact of their research is enormous.

by Megan Ward MS ’13

from Spring 2017

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Conversation Transformed

Hayley Ross ’17

from Spring 2017

Every Thursday night from 5:30-8:00 PM in the basement of Jordan Hall, the Butler Aphasia Community meets, giving voice to those who are struggling with language and speech and inspiring those striving for a career doing just that. 

The program has the Communication Sciences and Disorders (CSD) undergraduates work as a support group for those suffering from aphasia, which is most often caused by a stroke and affects communication abilities. The program is a CSD elective.

“A main identifier of people with aphasia is they can say the words but can’t make the sentences flow,” CSD major Betsy Russo ’17 said. “Or they can say the transitional words but can’t form the sentence.” 

Russo will be taking the class next semester after completing the prerequisites and observation hour requirements. She observed the group multiple times in preparation. “It is really awesome to see the individual growth,” she said. “There may be people who recently had a stroke and then people who have been there so long that they can have almost completely normal conversation. It is so inspiring to see the transformation.” 

During the first hour, the group meets as a whole. They have a big activity, such as yoga/painting/exercise class, and it is modified for those in wheelchairs from a stroke. Then they split into smaller groups to play games, talk, or do whatever else the group wants to do. 

“It is a lot of fun,” group member Madeline Koenig ’17 said. “One of the things we work on is the life participation approach to aphasia (LPAA). It focuses on conversation aspects and gets them back into everyday life and activities.” 

Koenig was in the program this semester. Although the program is technically a class, she is going to try to take it again next semester because it directly correlates to what she wants to focus on for the rest of her life. “I genuinely like working with adults,” she said. “It is my passion in our field and this has allowed me to utilize both my knowledge and passion. It really just gets me excited to practice hands-on as a student what I want to do professionally.” 

Mary Gospel, Chair of Communication Sciences and Disorders, started the group at Butler four years ago. Since then, there have been 54 clients that have come through the program—almost all of them for more than one semester. 

“The opportunity for the students and clients to work together and get to know each other is such a win-win,” she said. “The students benefit and the clients benefit. Also, because clients’ insurance runs out so quickly, we knew there weren’t a lot of options and this was a big need in the community.” 

Gospel has volunteered with the Northside Aphasia Support Group since 2001, and it was a big inspiration when creating one at Butler. “In class you learn what aphasia is, but with this you learn what it is like to live with aphasia,” she said. 

Koenig said this group has been one of the highlights of her Butler career. 

“There aren’t a lot of support groups around, so it is really important that we have one,” she said. “They are such a fun group of people and it couldn’t be a better way to end my Thursdays—doing something fun, and something I want to do when I graduate.” 

Academics

Conversation Transformed

by Hayley Ross ’17

from Spring 2017

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One Butler: The Brain Project

Catherine Pangan MS ’99

from Spring 2017

What do you get when you combine leaders in the neuroscience field from around Indianapolis, an engaged community, and a spirit of integrated learning? You guessed it—One Butler: The Brain Project. 

One Butler: The Brain Project is a yearlong, campus-wide initiative focusing on brain health, with the goal of developing appreciation of how neuroscience is woven into the tapestry of our lives. 

The Brain Project transcends academic disciplines and is led by a dynamic steering committee that includes representatives from the community, each of Butler’s six colleges, students, trustees, the library, performing arts venues, Student Affairs, the Health and Recreation Complex, and several faculty members who are already using neuroscientific research in their curriculum. (Read more on Butler faculty neuroscience study in this issue’s faculty profile of Professor Tara Lineweaver.) 

Neuroanatomist Jill Bolte Taylor kicked off the initiative in September 2016 to a packed house in Clowes Memorial Hall. The Brain Project includes a yearlong speaker series, integrated coursework opportunities for students, faculty art exhibits, and connections in our Themed Living Communities in the residence halls. 

A central highlight of One Butler: The Brain Project is the installation of the “Big Brains!” This exhibit of 10 enormous fiberglass brain sculptures (5’x6’), commissioned by Dr. Jill Bolte Taylor, depicts neuroscience themes (mental health, concussion, food, etc.) and will be displayed on campus this April. 

Efforts have been coordinated with community partners, including the Eskenazi Center for Brain Care, Community Health Network, and others. 

Some of the topics explored this year include: 

  • Mental health’s cutting-edge research in schizophrenia and Alzheimer’s 
  • Creativity: music, art, and innovation 
  • Addictions, Brain Food, and Sleep 
  • Sports Wellness: prevention of traumas and concussions 
  • How we learn: education and neuroscience with an Educational Neuroscience Conference offering April 29

The Butler Brain Project seeks to distinguish Butler as an environment where academics, student life, interpersonal relationships, and physical and mental health are informed by knowledge of the human brain and how it works. It also aims to create a model for comprehensive, collaborative, and transdisciplinary exploration of a relevant topic that can be replicated and scaled to other campus environments.

Serving as a convener for neuroscience educators and clinicians from Central Indiana, we expect 40,000–50,000 students, faculty, staff, and community members will experience the One Butler: The Brain Project. We hope you can join us for this brain-boosting experience! Please visit www.butler.edu/brainproject for the most up-to-date information. You can also find us on Facebook under One Butler: Brain Project.

AcademicsCommunity

One Butler: The Brain Project

by Catherine Pangan MS ’99

from Spring 2017

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Preparing Students for the Future

Kailey Eaton ’17

from Spring 2017

Audrey Bonn ’16, a graduate of Butler’s Science, Technology, and Society (STS) program, puts her degree to use to its fullest every day. 

Bonn is currently the Patient Communications Coordinator for Eskenazi Health in Indianapolis. Her job responsibilities include managing outpatient communications and performing an analysis on the productivity of the messages that she sends. 

“I try to find a correlation between appointment reminder messages and whether or not a patient will show up for their appointment,” Bonn said. “Being an STS major helped to prepare me for this job because I was taught to look at situations critically, think outside the box, and not just assume that what appears on the surface gives the whole story.” 

Bonn says her favorite part of the STS curriculum was the opportunity she had to consistently study thought-provoking topics, which helped her broaden her worldview. The program allowed her to use the skills from her major and become a problem-solver in her field—a true critical thinker. 

“The vast majority of our assignments required us to analyze topics and propose educated solutions for issues that we studied,” she said. “I use this in my job not only when I am trying to find correlations between two things, but also when I am trying to brainstorm new campaigns that would help solve some of the hospital’s problems.” 

Students in STS are equipped with an understanding of how our world is transformed and challenged by science and technology. The program examines the interaction between science and technology and our health, families, communities, and environment. The curriculum builds on students’ problem-solving and communication skills.

It also places an emphasis on the STEM Disciplines— Science, Technology, Engineering, and Math. These academic disciplines are being taught in middle schools and high schools and have increased in prominence over the last eight to 10 years both nationally and globally. 

Carmen Salsbury is the Director of the Science, Technology, and Environmental Studies program, which is the overarching program that the STS major falls under. Salsbury says the STS program has grown exponentially. The first 10 years of its existence saw only about 15 majors. The program now sees consistently around 50 majors. 

Now more than ever, Salsbury says that there is a need to understand science and society given the decline of our environment and the struggle to acquire resources globally, which could be why the STS major has become so popular. 

The major is also highly customizable to what students are interested in. Students are required to take 30 credit hours of coursework—12 hours of STS core courses and 18 hours of STS elective courses from across campus. This curriculum allows students to explore a wide variety of interests. 

Kellie Dominick ’17, an STS major, says she enjoys this aspect of the curriculum because she does not feel the pressure to commit to a single career path. “My current plan is to work in hospital administration, but the great thing about STS is that if I realize that it’s not for me, there are also different paths I can take,” she said. 

There is also an increasing demand for non-scientists who have some training with science and technology and who also have an understanding of the institutions of science and their place in modern society. This kind of background is at the core at the STS curriculum, which is why Butler students are finding success in careers and entrepreneurial opportunities outside of the traditional sciences employment tracts. 

Students in the program have gone on to pursue careers not only in science and technology, but also in health, education, law, public policy, and communications. 

Salsbury says that because the curriculum is interdisciplinary, it forces students to look at issues from many different directions, like Bonn does in her role at Eskenazi. She says it’s a skill that takes practice and experience, but is highly valued by employers. 

The major also stresses the importance of communication as an underlying skill needed for success across the board. “This major strongly emphasizes the ability to communicate, whether in writing or speaking, because to understand all of these issues is nothing if you can’t communicate effectively.” 

Salsbury is confident that this versatile set of tools acquired in the STS program will serve them well in postgraduate life. “In the end,” she said, “I think graduates of the STS program end up with a pretty powerful skill set.”

Academics

Preparing Students for the Future

There is a need to understand science and society given the decline of our environment and the struggle to acquire resources globally, which could be why the STS major has become so popular. 

by Kailey Eaton ’17

from Spring 2017

Read more

The Science of Movement

Kailey Eaton ’17

from Spring 2017

How do dancers move the way they do? There’s actually a science behind every spin!

Emily Elwell ’17 is a Dance Performance major who has learned this science of movement through the Jordan College of the Arts.  

It’s called Laban Movement Analysis, or LMA, and it is a system created for observing, describing, and executing movement.  It is used not only by dancers, but also actors, musicians, athletes and health and wellness professionals.

LMA was created by Rudolf Laban, a movement analyst, choreographer, and dancer, as a way to classify and interpret human movement.

Elwell said she had minimal exposure to LMA before coming to Butler.

“My second semester of sophomore year at Butler was when I took Laban Movement Analysis and began to understand its principles and how they can be applied across the board in my dance classes,” she said. 

All dance majors in the Jordan College of the Arts are required to take a course in Laban Movement Analysis. This one-semester course gives the dancers exposure to the fundamental principles of LMA.

Elwell says that as a dancer, LMA has challenged her to explore different efforts in movement and has pushed her to find a voice within her own movement. She also says that it is a useful tool for professors to help the dancers understand the reasoning behind movement and execute the efforts properly. 

“There are instances when Professor Pratt will use LMA concepts in her Jazz class if we are struggling to use the right effort to perform a particular movement,” Elwell said.

Cynthia Pratt is a dance professor in the JCA who teaches a class on LMA. She says she uses the system as a tool for performance and choreography.

“Rather than having a vocabulary that is based on steps and gestures, LMA uses spatial pulls, dynamics and body organizations to express the various ways a human body can move,” Pratt said. 

She also uses terminology and concepts learned in LMA to help the dancers understand what she is looking for in particular choreography.

Pratt says one of the primary concepts in LMA is that human movement takes place within a “Kinesphere”—the space around your body that you move in—and by imagining the Kinesphere in different three-dimensional geometric forms, one can accurately describe or execute a movement.

LMA divides this space around the body into 27 different points where one might move, which contributes to a dancer’s heightened awareness of his or her body.

The dynamics of the movement are described by weight, space, time, and flow. This works for all kinds of movement, not just dance.  For example, if you are swinging a baseball bat, you might be using Strong Weight, Free Flow and Direct Space.

Elwell believes that understanding the science behind her movement has made her a better dancer.

“The concepts and principals I learned in the class have been exceedingly valuable to me as a dancer, and have broadened my understanding of dance.”

AcademicsArts & Culture

The Science of Movement

How do dancers move the way they do? There’s actually a science behind every spin!

by Kailey Eaton ’17

from Spring 2017

Read more
AcademicsPeople

Outstanding Butler Faculty Honored

BY Marc Alan

PUBLISHED ON Aug 16 2018

 Outstanding achievement inside and outside the classroom has propelled five Butler faculty members to be awarded Distinguished Faculty and Outstanding Professor designation.

These awards recognize inspiring presence in the classroom, achievement in research, community service, and exemplary achievements.

"As an educational institution, Butler strives to provide transformative educational opportunities to our students," said Provost Kate Morris, who handed out the awards on August 15 at the Fall Academic Workshop. "And faculty are on the front lines of that transformation. Simply put, without great faculty, our students would not have the success they have." 

"As an educational institution, Butler strives to provide transformative educational opportunities to our students," said Provost Kate Morris, who handed out the awards on August 15 at the Fall Academic Workshop. "And faculty are on the front lines of that transformation. Simply put, without great faculty, our students would not have the success they have." 

"It is critical to find ways to recognize faculty who have had outstanding years and outstanding careers to highlight the fact that their work truly makes a difference to students and to our academic community. I am delighted to be able to honor the five individuals honored this year, and believe they are excellent representatives of the impact faculty have on our students."

The Outstanding Professor awards recognize faculty members who excelled in all areas of their professional responsibilities and demonstrated outstanding achievement in teaching, scholarship, and/or service and were given to Associate Professor of English Ania Spyra and Professor of Music Kate Boyd.

The Distinguished Faculty awards recognize exemplary achievement, accomplishments, and contributions across the length and breadth of the winner’s career at Butler and were given to Associate Professor and Chair of Arts Administration Susan Zurbuchen, Professor of Philosophy Stuart Glennan, and Professor of Religion Paul Valliere.

Spyra, who joined the Butler faculty in 2008, studies the influence of migration on the language of literature. She was recognized for high student evaluation scores and her ability to reach all of her students in core, departmental, and interdisciplinary settings.

Boyd, a Butler professor since 2005, played nine solo recitals and nine chamber music performances during the 2016-2017 academic year. In addition, her CD recording of the work of composer John Cage garnered much national and international attention.

Zurbuchen was commended for creating one of the most successful degree programs of its kind in the country. She joined the Butler faculty in 1989.

Glennan, whose area of specialization is in the philosophy of science, with particular attention to biology and psychology, came to Butler in 1992. He is a scholar of international repute and a widely acknowledged founder of an important emerging field in philosophy.

Valliere, who retired at the end of the 2017-2018 after 35 years at Butler, was called a great professor, an outstanding scholar and researcher and a remarkable contributor to the university mission.

 

Media contact:

Marc Allan
News Manager
mallan@butler.edu
317-940-9822

AcademicsPeople

Outstanding Butler Faculty Honored

Five faculty members have been recognized for outstanding achievement inside and outside the classroom. 

Aug 16 2018 Read more
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AcademicsCampus

Butler Joins Lincoln Park Zoo in Wildlife Study

BY

PUBLISHED ON Feb 25 2016

Butler University’s Center for Urban Ecology will place 48 motion-sensitive cameras at locations in Indianapolis, Westfield, Zionsville, and Carmel for four weeks every quarter beginning in April to study urban wildlife.

The Indy Wildlife Watch project is being done in conjunction with the Lincoln Park Zoo Urban Wildlife Institute in Chicago and the University of Wisconsin-Madison to see how central Indiana wildlife compares with theirs. Researchers also will be looking to see how the habitat compares in different neighborhoods.

12687783_601770739970468_6472042605984240961_nFor the past five years, the Urban Wildlife Institute has been undertaking a groundbreaking study of Chicago’s urban ecosystem, using camera traps and acoustic monitors to track the behavior of bats, birds, coyotes and even humans. The pictures can be seen at http://www.chicagowildlifewatch.org/.

“The Urban Wildlife Information Network and these new camera-trap sites will provide a wealth of knowledge about not only wildlife but the ecosystem as a whole,” Lincoln Park Zoo Urban Wildlife Institute Director Seth Magle said. “We’re grateful to the University of Wisconsin and Butler University for this vital support, which will help everyone better understand wildlife and, subsequently, mitigate conflict between humans and animals.”

The cameras are held in metal boxes to shield them from the elements and camouflaged so they’re not an eyesore on the landscape. They are strapped around the trunk of a tree and secure with a cable and a lock. The cameras are pointed at another tree 10-20 feet away where a scented lure is attached. When animals stop to investigate the lure, they trip the motion sensor in the camera.

The cameras are capable of taking a picture every 30 seconds. The pictures are stored on memory cards that will be collected and replaced every two weeks.

In January, Butler’s Center for Urban Ecology tested about 18 cameras. Biology Professor Travis Ryan said the best pictures so far have come from the area around the Monon Center in Carmel, where deer, foxes, coyotes, squirrels, and rabbits triggered the camera.

A sampling of those pictures is now available on Twitter (@indywildwatch) and Facebook (Indy Wildlife Watch). Beginning in 2017, all the pictures from central Indiana sites will be posted on a website for the public to view and help identify the contents of the photos.

Butler students will be actively involved in managing the images and the cameras, and some area elementary and high schools also may participate, Ryan said. Butler students will be introduced to the project as part of an Introduction to Ecology and Evolutionary Biology class.

“We envision students playing an important role in the field and when we get back with the data,” Ryan said.

Zoo officials approached Butler Biology Professor Carmen Salsbury about participating.

“The reason we reached out to Carmen and Travis and others is because to us, the next step is to say how many of the patterns that we see are specific to individual cities and how many are universal,” Magle said. “If we can identify universal patterns in urban wildlife, then that’s incredibly powerful for policy, for planning, for green infrastructure, for all sorts of things.”

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

Faculty Focus: Jeremy Johnson

Cindy Conover Dashnaw

from Spring 2017

The World Health Organization still ranks tuberculosis as a leading cause of death worldwide. On the Butler campus, Associate Professor of Chemistry Jeremy Johnson is turning undergraduate research students into real scientists seeking new answers to halt the spread of TB. 

Johnson’s lifelong enthusiasm for research has helped reshape Butler. He oversees all student research opportunities as Programs for Undergraduate Research committee chair, and he headed up the Butler Summer Institute for a year, giving him the chance to set up independent research projects for 30 students involving all six colleges on campus. 

The Chemistry Department, his home base, has turned many of its lab courses into what he calls “classroom undergraduate research experiences” (emphasis on experience) and added chemistry courses taking new approaches to hands-on learning. In Chemistry and Community, for example, students design experiments for presentation to elementary and middle school students. In Study Abroad for Chemistry, students absorb the scientific background on energy, then explore a German city that operates solely on renewable energy. Jeremy Johnson

Though the hands-on approach requires extra time and effort for both students and faculty, Johnson is unequivocal about its advantages. 

“In research, you develop your own understanding of a problem, look at all the angles, then explain the outcome. It provides a picture of your intellectual ability that you can’t get from classroom opportunities alone,” he said. “We’ve seen significant strides in students’ development of critical reasoning skills. Plus, I find students become more invested. They can see the applicability of what they’ve learned in class, and they get excited to see the end results.” 

As with their TB research, their results can extend far beyond campus. 

“We have students who are looking for and making new derivatives of cholesterol medication for testing at a lab in Iowa. Our students are collaborating on projects with Dow Chemical and Eli Lilly. Next fall, we’re offering a new biochemistry major where we’ll be addressing such questions as whether cancer is curable. These are new ways we’ve built in for students to gain the research and other scientific skills they will need once they move beyond Butler.” 

Johnson not only loves creating research opportunities for students. He considers it his duty. Coming from a small liberal arts college, he sought out Butler for its opportunity to interact closely with students. 

“Part of being a faculty member is your service to the institution. I feel like I’m supporting the students and opportunities I want to see grow here,” he said. 

Dr. Jeremy Johnson was recently named the Hershel B. Whitney Professsor in Biochemistry as a result of a generous gift from the estate of Hershel B. and Ethel L. Whitney. 

The prestige and recognition of an endowed position helps the University attract superb scholars to campus and encourages exceptional educators like Dr. Johnson to remain at Butler.

Academics

Faculty Focus: Jeremy Johnson

“I feel like I’m supporting the students and opportunities I want to see grow here.”

by Cindy Conover Dashnaw

from Spring 2017

Read more

A Flexible Foundation

Stuart Glennan

from Spring 2017

One Friday afternoon a month, you’ll find Butler faculty members from across the disciplines at the Bent Rail Brewery, discussing—often loudly, sometimes with a beer in hand—topics as varied as the “new conservation” movement and the biological and social causes of mental illness. We call this STS School, short for Science, Technology, and Society. It’s a place where scientists and non-scientists learn from each other about new developments at the intersections of our disciplines, and talk about how to bring these ideas into our classrooms. 

Our students learn about the state of the art, but our focus is on knowing how—how to observe; how to experiment; how to find and absorb new research; how to collaborate both within and beyond their disciplines to create and apply new knowledge. 

This know-how is important for our graduates who pursue professions in scientific research, but it is equally important for those in the many professions that rely upon and support scientific exploration and technological innovation. The flexible foundation our students get can take them in many directions. 

Science education at Butler starts in our core curriculum, where every student must take a course that includes a lab. This might mean anything from a neuroscience of music class, which gets non-science majors involved in research on how music affects dementia patients, to a course that uses the case of “HeLa” cells used in cancer research to explore genetics and molecular biology while examining questions about the commercialization of science and the ethics of research. 

Over 40 percent of Butler students study traditional STEM disciplines like physics, biology, mathematics and engineering that are located in our College of Liberal Arts and Sciences, as do all students in the College of Pharmacy and Health Sciences (COPHS) and our interdisciplinary and cross-college majors in Science, Technology and Society, Environmental Studies, and Healthcare and Business. We also have students with a primary major in a non-STEM discipline who pursue pre-med or other pre-health courses in the sciences, and we have education majors who either pick up secondary STEM majors or do required course work to support their licenses. 

These programs have been led by scientists and non-scientists, and have drawn faculty from the sciences, social sciences, humanities and from Butler's professional schools. We talk together and teach together.

As a philosopher of science, I was welcomed by Butler’s scientists when I came here 25 years ago, and in my time I have collaborated with them in the founding of three popular interdisciplinary programs—the science, technology, and society major, the neuroscience minor, and most recently, our environmental studies major. These programs have been led by scientists and non-scientists, and have drawn faculty from the sciences, social sciences, humanities and from Butler’s professional schools. We talk together and teach together. 

The world is a big place, and none of us can know but the smallest bit of it. But we—faculty and students—can cultivate the skills and attitudes that will help us learn new things and do new things that will make a difference for ourselves and the world around us. And, if we have to argue with our colleagues over beer to do it properly, well, that’s a sacrifice we’re willing to make. 

The keystone of our science education is getting students to apply science through undergraduate research.

  • The Chemistry and Mathematics programs have developed “research boot camps”—intensive week-long summer experiences where students learn the tools of the trade. 
  • Most students in Psychology choose to join a faculty-led research group. Over their career, it is not uncommon for Psychology students to present their research not only at Butler’s and other undergraduate research conferences, but also at national meetings where most presenters are graduate students, post-docs, and faculty. 
  • Astronomy students take advantage of a consortium that allows access to telescopes around the world to explore the stars. Students present their discoveries at national professional meetings and publish their work in scientific journals. 
  • While most student research is done at Butler, some of it is done afar—like the tropical field biology course in Belize or internships at the Smithsonian Tropical Research Institute in Panama. (Visit butler.edu/magazine for a related story.) 

Another feature of butler’s STEM education is the push to take science education beyond the walls of science buildings—to have students learn from, and give back to, the communities to which we all belong. 

  • Computer Science and Software Engineering majors take a required Engineering Projects in Community Service (EPICS) course, where the class collaborates on a software project in support of the mission of a non-profit organization. 
  • Students in Biology, STS, and Environmental Studies often enroll in the Environmental Practicum, where they take on a sustainability project in support of the Indianapolis community. 
  • Students from a number of STEM fields get true hands-on experience working on Butler’s farm—managing crops that are served on campus and in local restaurants while engaging in NSF funded research. 
  • The Chemistry department has begun a series of successful short-term study abroad trips in which students have traveled to Europe, integrating scientific and cultural learning as they explore the chemistry of sustainable energy production, food, and art. 
  • Students from a range of fields intern at local hospitals and research facilities, tech firms, museums, governmental agencies, and non-profits. There are the clinical rotations that are central to the training of health care professionals in the College of Pharmacy and Health Sciences.
Academics

A Flexible Foundation

These programs have been led by scientists and non-scientists, and have drawn faculty from the sciences, social sciences, humanities and from Butler's professional schools.

by Stuart Glennan

from Spring 2017

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From Intern to Mentor

Megan Yates ’16

from Spring 2017

Before going off to college, I had always heard that internships and opportunities that one was presented with while in school would help them land their future career. Little did I know how true this would be for me when beginning my journey at Butler University.

Before my first-year began, I decided to declare my major in Organizational Communication and Leadership in the College of Communication. After much research, I determined that this seemed like the best fit for the combination of my primary interests; planning events and nonprofit organizations. Along the way, I picked up a double major in Critical Communication and Media Studies. The two majors coincided well and provided me with a solid foundation in my professional development as well as communication skills.

My sophomore year of college was when I realized how applicable my major was going to be in the real world. I landed my first internship with Juvenile Diabetes Research Foundation (JDRF). My primary task was to help with the silent auction at JDRF Indiana’s Promise Gala. Working on the silent auction, I helped secure over 300 auction items that we then bundled together to sell in larger packages the night of the event. By the end of Gala, the silent auction had brought in over $70,000. 

When my internship with JDRF concluded, I knew that I wanted my next opportunity to be with another nonprofit organization doing similar work. October of my junior year, I received my second internship with Riley Children’s Foundation. In this internship, my energy was focused on helping with a variety of third party events as well as miscellaneous office duties. Each day presented a new set of tasks ranging from drafting letters to families treated at Riley Hospital for Children all the way to organizing and attending fundraisers which benefitted the hospital.

Before my senior year began, I heard that JDRF was looking for summer help. I applied for and accepted the open internship and was excited to be back at JDRF. This internship was centered around helping plan the Indianapolis One Walk that would take place in October. Not far into the summer, JDRF was looking to hire a full-time Development Coordinator that required 35+ hours of work each week and provided the opportunity to have a large play in the logistics and fundraising aspects of the fundraisers that JDRF would hold throughout the state of Indiana. I knew this was a career that I’d be interested in post-graduation and decided to apply for the opening; despite having one year left of college. Just a few days before my senior year started, I was offered the position.

With the guidance and support of Professor Scott Bridge, Internship Director for the Butler University College of Communication, I was able to manage a full-time schedule with JDRF and remain in a full course load at Butler. Through the internships and internship program that I had been a part of my first three years of schooling, I was able to gain a skillset which an employer saw value in prior to me receiving my diploma. While the real world might’ve started a year earlier than I had anticipated, it was a great opportunity that I had because of the successful internship program at Butler University. Today, I am still working with a focus in special events and fundraising at JDRF and love every day. My passion for planning events and helping others has continued to blossom into a career field that I hope to be in for years to come.

Academics

From Intern to Mentor

My sophomore year of college was when I realized how applicable my major was going to be in the real world.

by Megan Yates ’16

from Spring 2017

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Ideas That Take Flight

Sharon Alseth ’91

from Spring 2017

Nearly 30 years in the making, Butler University’s Undergraduate Research Program is widely recognized as one of the nation’s best. “Longevity and a cohesive program make us stand out,” said Dacia Charlesworth, who oversees Butler’s program. “All facets of undergraduate research opportunities are merged at Butler year-round, which is rare to find. Other universities divide their research program into departments.” Each spring, Butler hosts an annual Undergraduate Research Conference (URC), one of the largest in the country, and Butler students compete for 30 spots in the immersive Butler Summer Institute (BSI), for focused research on projects in any discipline. 

With more societal influences affecting science, and an interdisciplinary approach, there are no barriers to research topics. There’s traditional lab work, and experiential learning that’s an extension of the classroom. Butler research students have studied the development of butterfly wings, how to prevent the fading of color in pieces at the Indianapolis Museum of Art, the behaviors and attitudes of pre-pharmacists toward HIV and AIDS patients, and even confessional poetry. “It’s the integration of our mission statement,” said Charlesworth. “We put Liberal Arts and professional programs together and demonstrate to the community how they can help.” 

Students are encouraged to present and share their results with others, with Travel to Present and Honors Thesis Grants contributing to Butler’s national exposure. It’s not enough to conduct the research. Butler coaches presentation skills, with students learning to avoid jargon so their research is more relatable and significant to a general audience. End-of-year reports and an active Twitter feed (@ TheButlerURC) boost awareness of Butler’s program. The 2016 Undergraduate Research Conference drew more than 900 people, an increase of 200 participants from the previous year, despite a trimmed promotional budget and slight fee hike. This year for the first time, there will be a new presentation category with cash awards, to add a tier of competition to the URC. 

Charlesworth has held the title of Butler’s Director of Undergraduate Research and Prestigious Scholarships for about a year and a half, and has an infectious enthusiasm about her job. She tells prospective students and their parents, “Look at other universities and see if they have a position like mine. Most universities don’t. It sets Butler apart, having an all-inclusive program, and someone who can identify top scholarships for student researchers.”

Academics

Ideas That Take Flight

by Sharon Alseth ’91

from Spring 2017

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Faculty Focus: Hala Fadda

Krisy Force

from Spring 2017

Although Associate Professor of Pharmaceutical Sciences Hala Fadda did not start working at Butler University until 2011, she entered the University with a passion for learning, research, and collaboration. All qualities that embody what it means to be a Butler Bulldog. 

“I knew Butler was a great school with an excellent pharmacy program,” Fadda said. “I came here for the interview and was impressed with the dedication and passion of the students. I thought to myself, ‘I would like to be a part of this—part of educating the next generation of pharmacy students at Butler.” 

Upon starting at Butler, Fadda immediately reached out to gastroenterologist Dr. Monika Fischer at the IU School of Medicine to begin a variety of research projects to understand drug absorption in health and disease. 

The ongoing research focuses on drug absorption, transit times, and motility patterns of our gastrointestinal tract in different patient populations, utilizing tools such as a Capsule endoscopy (camera capsule). Capsule endoscopy is a powerful tool for imaging the gut which is used in the investigation of gastrointestinal disorders. 

“We came up with the idea to look at how this camera capsule transits through the gut—to see the path and examine how fast, or how slow it goes through. We are particularly interested in the small intestine as this is the part of our gut where most drug absorption takes place,” Fadda said. 

From these studies, Fadda and her collaborators were able to determine that transit times of tablets are highly variable between patients. 

“Transit times can range from 50 to 460 minutes. That is a huge variability,” Fadda said. “It was previously thought that small intestinal transit is uniform across patients. We also showed that patients with ulcerative colitis and active Crohn’s disease have longer small intestinal transit times compared to non-inflammatory bowel disease patients. This helps us understand the differences in drug absorption between different patient populations.” 

Fadda and her team of PharmD and graduate research students at Butler have utilized this new knowledge to set up a bench-top model in one of the labs at Butler to simulate the stomach and small intestine. 

“In this model we are mimicking pH transitions and fluid flow in our gut to understand how medicines behave in our body. All this research will help improve the testing and design of new medicines with improved therapeutic efficacy and reduced side effects,” Fadda said. “Ultimately, the goal is to develop better medicines for our patients.” 

Working with a multi-disciplinary research team comprised of both researchers and students, is enriching and allows one to gain new perspectives and ideas and share the latest research findings in the classroom. 

“I’m able to tell my students that there is no such thing as the average individual, and there is no such thing as the average patient. It is important for students to appreciate the variability between different patient populations. Eventually, they are going to apply this knowledge to enhance patient’s lives and make a difference.”

Academics

Faculty Focus: Hala Fadda

“I thought to myself, ‘I would like to be a part of this—part of educating the next generation of pharmacy students at Butler.’” 

by Krisy Force

from Spring 2017

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AcademicsPeopleCampus

51 Years and Counting: Mulholland Still Makes Sweet Music

BY

PUBLISHED ON Apr 07 2016

You might think that having just turned 81, Professor of Music James Mulholland would be in the winter of his career. If so, it’s a mighty busy winter.

During March and early April, Mulholland:


James Mulholland, rehearsing choirs in Carnegie Hall.

-Served a week in residency at University of Wisconsin Eau Claire, which culminated with a concert of Mulholland compositions by the various ensembles of the School of Music. While there, he coached the all-male choral ensemble The Singing Statesmen on his latest commission for them, in honor of the group’s 50th anniversary.

-Visited the University of Illinois for the 2016 Intercollegiate Men’s Choral National Seminar. Ten choirs came from all over the country, and Mulholland’s music was featured.

-Attended the Gotham SINGS! Collegiate Choral Showcase at Carnegie Hall, where choirs from four universities performed selections by composers such as Mozart, Mendelssohn, Rachmaninoff, and, yes, Mulholland. He rehearsed the university choirs prior to their performance.

-Hosted students from Iola/Scandinavian High School of Wisconsin, who made a two-day trip to Indianapolis to attend a choral clinic with Mulholland and tour the Butler campus.

-Finished a composition for the combined Indianapolis Children’s Choir and full orchestra to perform at the retirement extravaganza for Choir Founder and longtime Butler Professor Henry Leck.

While doing all this, he only missed one class.

“I’m booked through 2018,” said Mulholland, who is finishing his 51st year of teaching at Butler. “As far as my career artistically and academically, I’m still in demand. And I’m not cheap.”

Mulholland travels frequently to work with choral groups around the country, and he is among the world’s most-performed composers. In his doctoral dissertation examining music selected by high school honor choirs, James Spillane, now Director of Choral Studies at the University of Connecticut, found that the five most-programmed composers are, in order, Handel, Brahms, Mendelssohn, Mulholland, and Mozart.

In 2015, the Southern Chorale at the University of Southern Mississippi, Mulholland’s undergraduate alma mater, released a CD of his compositions called Back Home in Southern Mississippi: The Music of James Quitman Mulholland. The discs features 11 selections in which Mulholland married his music to texts by William Butler Yeats, Elizabeth Barrett Browning, Lord Byron, and others.

Reviewing the CD in The Choral Scholar, the online journal of the National Collegiate Choral Organization, C. Michael Porter, Director of Choral Organizations at Boise State University, wrote: “James Quitman Mulholland’s compositions have garnered a respected position within today’s choral canon. Because of their rich sonorities and expansive melodic lines, Mulholland’s compositions appeal to musicians and audiences of all levels…. Through their moving and impeccable performance, the Southern Chorale demonstrates why Mulholland’s works are synonymous with choral excellence.”mul2

Gregory Fuller, the Director of Choral Activities at Southern Mississippi, said he’s known of Mulholland’s work since he was a high school student in the late 1970s. What makes Mulholland’s music distinctive, Fuller said, is its “lush, romantic sound—lush harmonies and beautiful melody.”

“There are a couple of things that make him a standard-bearer,” he said. “Number one, he’s been at it a long time. He’s written a lot of music that is not only beautiful, but it’s accessible for a lot of different types of groups—school groups, community groups, professional groups, collegiate groups. And one of the reasons I think his music is profound is that you will struggle to find any piece by James Mulholland that does not include substantive text. He chooses great poetry, and he does not waste his time on things that are not profound or have not stood the test of time.”

Mulholland said he’s written the lion’s share of his more than 600 compositions on the piano in his second-floor office in Lilly Hall. He remains enormously proud of his service at Butler, including his 41 years on the Athletic Committee, and notes that next year, one of his students will be the third generation of his family to take one of his classes.

“I’m going to make music until I die,” he said. “And the only thing I enjoy more than making music is sharing it. Where better than you share your knowledge and love of music, the passion of it, than at a university? It’s also nice to have a captive audience. It gives me a fuel for my creativity.”

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

The Reflective Practitioner

Marc D. Allan MFA ’18

from Spring 2017

When Robert Soltis ’87 returned to Butler in 2016 to serve as Dean of the College of Pharmacy and Health Sciences, he came in with a goal to deliver on the College’s mission of developing graduates who serve society as dedicated, competent health professionals and community leaders.

At the 2016 White Coat Ceremony, Soltis said the Pharmacy and Physician Assistant programs are committed to integrating the liberal arts with professional preparation. He described this in terms of creating graduates who are “reflective practitioners”—competent PAs and pharmacists who “think deeply about their professional responsibilities and their patients.” 

“They are, in the end, dedicated and caring individuals who work for the good of others,” he said.

To illustrate the point, Soltis told the story of an Indianapolis woman named Eileen, a diabetic. Eileen’s husband lost his job and subsequently their health insurance. With limited money for insulin, test supplies, and her other medications, Eileen stopped taking most of her drugs and cut her insulin doses in half to stretch her budget. She also cut back on food, thinking she could control her disease by eating less.

Eileen became malnourished, anemic, and experienced diabetic ketoacidosis. At that point, she had to be rushed to the ER and spent several days in the hospital. “I truly did not think I was putting my life in danger,” she said at the time.

In this case, Soltis said, a reflective practitioner would have considered several questions, including: How did Eileen’s situation come to be? Was there no one to help her understand her disease? Why did she not realize the consequences of her actions? 

Most importantly, a reflective practitioner would reflect inward and ask: Could there be an Eileen among my patients? And, do I treat my patients in a way that they know they are deserving of, and are entitled to, the best care possible?

Eileen became malnourished, anemic, and experienced diabetic ketoacidosis. At that point, she had to be rushed to the ER and spent several days in the hospital. “I truly did not think I was putting my life in danger,” she said at the time.

In this case, Soltis said, a reflective practitioner would have considered several questions, including: How did Eileen’s situation come to be? Was there no one to help her understand her disease? Why did she not realize the consequences of her actions? 

Most importantly, a reflective practitioner would reflect inward and ask: Could there be an Eileen among my patients? And, do I treat my patients in a way that they know they are deserving of, and are entitled to, the best care possible?

To be a reflective practitioner requires knowing the right questions to ask and being committed to your patients’ well-being, Soltis said.

“I ask that from now on, every time our students put their white coat on, that they think about how they are preparing for a life of professional service,” he said. “And they should know that it involves not just caring for patients but caring about them as people.”

Academics

The Reflective Practitioner

by Marc D. Allan MFA ’18

from Spring 2017

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Academics

Pharmacists Alliance Names Daniel Peterson '16 Outstanding Student

BY

PUBLISHED ON Sep 22 2015

The Indiana Pharmacists Alliance has awarded Butler PharmD candidate Daniel Peterson '16 its Outstanding Student of the Year Award. The award recognizes students who have been actively involved in association activities and have helped to promote the advancement of pharmacy.
Daniel Peterson and Indiana Pharmacists Alliance Past President Amy Hyduk '04

Peterson is scheduled to graduate with a Doctor of Pharmacy degree and an MBA. Daniel is an intern at CVS pharmacy.

Peterson has also held many leadership positions. He is the President of his pharmacy class at Butler University. He is the Director of Resources and Records for the Butler University Community Outreach Pharmacy (BUCOP). Last summer, he was chosen out of many applicants as the VALOR pharmacy intern at the Richard L. Roudebush VA Medical Center.

He was also awarded a McSoley scholarship by the Indiana Pharmacists Alliance in spring 2015.

Peterson is an avid volunteer. He has participated in the Phi Delta Chi cleanup of inter-city neighborhoods and has worked at BUCOP, a student-run clinic that provides free medical care to an underserved community.

The Outstanding Student of the Year award was presented to Daniel during the Indiana Pharmacists Alliance’s Annual Convention at the French Lick Convention Center on September 17.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

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AcademicsStudent Life

Good Practice, And An Even Better Public Service

BY

PUBLISHED ON Mar 01 2016

The big kids (Physician Assistant students from Butler) needed experience dealing with young patients. The little kids (kindergarten and first-grade students at the IPS/Butler Lab School) needed to have their eyes, ears, and teeth checked.

It was, as Associate Professor Jennifer Zorn put it, “a win-win situation, to get experience for our students but also provide a nice service.”

Bri Henke, Jordan Kirkegaard, and Abby Gallett teach Lab School students about how much toothpaste to put on a toothbrush.

And so, on February 23, 74 PA students and 5 PA program faculty visited the elementary school a few miles south of Butler to administer exams and teach them about good dental hygiene while having a little fun, too.

Before the exams, the PA students fanned out to classrooms to work with the Lab School students in small groups. In one classroom, Butler PA students Briana Henke of Sycamore, Illinois; Jordan Kirkegaard of Milwaukee, Wisconsin; and Abigail Gallett of Phoenix, Arizona, sat on the floor with eight Lab Schoolers to coach them on how to take care of their teeth.

They started with the basics—what causes cavities and which sugary foods to avoid—and moved on to showing them how much toothpaste to use and the proper way to brush and floss. A giant set of teeth, an oversized toothbrush, and a rope of floss made it fun and funny for the kids.

Then they closed with a song (to the tune of “Twinkle, Twinkle, Little Star”):

Here’s my toothpaste, here’s my brush.
I won’t hurry, I won’t rush.
Working hard to keep teeth clean,
Front and back and in between.
When I brush for quite a while,
I will have a happy smile.

Sing that about four times while brushing—taking roughly two minutes—and brush at least twice a day, the Butler students advised.

Emily Williams checks a Lab School student's ear for excessive wax.

Then the Lab School kids had a few things they wanted to know before they went to another room to have the PA students check their eyes, ears, and teeth. Like: “What do your gums do, and why are they called gums?” And: “Why do you have baby teeth?” And: “What are you going to have for dinner tonight?”

“It’s definitely different from what we normally do,” Kirkegaard said. “We mostly see adults in the classroom setting. But this was good practice for us for our clinical rotations and fun for them.”

This is the second year Butler PA students have gone to the Lab School to examine the youngest students. Last year, they noted a number of students with plaque buildup—and they also discovered a student who had vision problems. The child’s teacher said the student has been doing much better in school after being diagnosed and getting glasses.

“You do a lot of screenings that turn up normal,” Zorn said, “to get one that makes an impact.”

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

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AcademicsStudent Life

Hahn, Pingel Named Most Outstanding Students

BY

PUBLISHED ON Apr 28 2016

Rachel Hahn ’16, a Spanish and Communication Sciences and Disorders double-major from Zionsville, Indiana, and Chad Pingel ’16, a Finance and Marketing double-major from Des Moines, Iowa, have been selected as Butler University’s Most Outstanding Female and Male students, respectively.

Butler University student Rachel Hahn March 26, 2015.Hahn has a 4.0 grade-point average and achieved seven different academic honors, including being named the Top Student in Communication Sciences and Disorders in 2013, 2014, and 2015. Her activities include participation in Student Government Association (SGA), Fall Alternative Break, and three years as a Resident Assistant. Twice, she was named Most Outstanding Resident Assistant.

Hahn also was selected as Butler’s student Woman of Distinction for 2016.

After graduation, Hahn plans to pursue a Master’s in Speech Language Pathology at Purdue University.

“Rachel is that rare student who seems to be the complete package of what we seek as the ideal student to enter our field and certainly to represent Butler University,” Ann Bilodeau, Clinical Faculty, Director of the Butler Speech and Language Clinic Communication Sciences and Disorders, wrote in recommending Hahn. “I have watched with joy as she continues to grow in her skills each semester and continue to be impressed by her maturity in decision making and her sincere dedication to her own educational development.”

Pingel finishes his Butler career with a 3.92 grade-point average. He earned more than a dozen academic honors, including multiple academic Butler University College of Business student Chad Pingel November 19, 2015.scholarships. He served as President of SGA in 2014-2015, was Director of Academic Affairs for SGA’s Student Initiatives Board, and has worked in the Office of Admissions since 2013. He is an active member of the Delta Tau Delta fraternity.

“Chad utilized a calm, quiet, and collaborative approach to increase campus awareness of Student Government Association, to focus on areas critical to student retention, including awareness and appreciation of diversity, and to develop an organizational commitment to service and volunteerism,” Vice President for Student Affairs Levester Johnson wrote in his recommendation letter.

After graduation, Pingel will work for Google. He will work in People Operations on data analytics, recruiting, and learning & development.

The Outstanding Student Recognition Program seeks those who give unselfishly of themselves, who are highly regarded by the entire university community, and who, as future alumni, may take satisfaction in their contribution and service to Butler University. Some of the criteria that are evaluated include outstanding character, scholarship, engaged citizenship, leadership, and commitment to fostering diversity.

The 2016 Top 100 Students are:

Tori Adachi   Senior   Art + Design Glen Ellyn IL
Carly Allen   Senior   Middle Secondary Education Columbus OH
Matthew Arkenberg   Senior   Chemistry Milan IN
Holly Aviles   Senior   Biology Hobart IN
Tabitha Barbour   Junior   English Language Clarksville TN
Shelby Beutel   Senior   Professional Pharmacy Washington IL
Morgan Blake   Senior   Chemistry Mooresville IN
Alexandra Bode   Senior   Speech Language Pathology Geneva IL
Emily Bohn   Senior   Theatre Carmel IN
Megan Borries   Junior   Pharmacy Antioch IL
Aaron Brenner   Senior   Chemistry Sterling IL
Matthew Brooks   Senior   Strategic Communication LaGrange Park IL
Emily Brown   Senior   Chemistry Saint Charles MO
Jacob Brown   Senior   Pharmacy Brownstown IN
Lindsay Byers   Senior   Strategic Communication Bloomington IL
Lauryn Campagnoli   Junior   Biology Elkhart IN
Mary Cerajewski   Junior   Marketing Fort Wayne IN
Sarah Clary   Junior   Elementary Education Angola IN
Connor Coatney   Senior   Biology Fremont IN
Ashley Dale   Senior   Physics New Palestine IN
Cara Donovan   Senior   Speech Language Pathology Indianapolis IN
Kailey Eaton   Junior   Strategic Communication Fishers IN
Emma Edick   Junior   Digital Media Production Columbus OH
David Ediger   Senior   Biology Naperville IL
Alan Eidelman   Junior   Accounting Saint Louis MO
Sara Erb   Senior   Music Performance New Paris IN
Daniel Evans   Senior   Psychology Muskego WI
Katherine Evans   Senior   Chemistry Westfield IN
Emily Farrer   Junior   Music Lexington KY
Bethany Feitshans   Senior   Professional Pharmacy Tipp City OH
Colleen Frank   Senior   Psychology Cary IL
Luke Gallion   Senior   Chemistry Brownstown IN
Hayley Gearheart   Junior   English Language Hartford City IN
Hana Goodman   Senior   Speech Language Pathology Woodstock IL
Paige Haefer   Junior   Human Communication & Organizational Leadership Madison WI
Rachel Hahn   Senior   Speech Language Pathology Zionsville IN
Whitney Hart   Junior   Chemistry La Porte IN
Rebecca Hilton   Senior   Pharmacy Indianapolis IN
Courtney Hittepole   Senior   Psychology Troy OH
Sean Horan   Senior   Economics Dayton OH
Madison Horth   Senior   Psychology Zionsville IN
Chandler Howell   Junior   Pharmacy Centerville IN
Tyler Hudgens   Senior   Biology Elgin IL
Connor Hummel   Senior   Pharmacy Crystal Lake IL
Leesa Jing   Junior   Arts Administration Evansville IN
Nicole Johnson   Senior   Finance Maryville IL
Chase Keirn   Senior   Health Sciences Collinsville IL
Amber Kline   Senior   Biology Fishers IN
Ashley Kline   Senior   Biology Fishers IN
Kelsey Lange   Senior   Health Sciences Ferdinand IN
Kendra Lucas   Senior   Pharmacy Franklin IN
Hannah Martin   Senior   Arts Administration Winfield IL
Scarlet Martin   Senior   Actuarial Sciences Louisville KY
Rachel McFarland   Senior   Pharmacy El Paso IL
Monica McKary   Senior   Biology Carmel IN
Christina McKnight   Senior   Actuarial Sciences Aledo IL
Sara Midura   Senior   Elementary Education Marlton NJ
Shelby Miller   Junior   Biology Yorktown IN
Blake Moskal   Senior   Science, Technology and Society Lake Zurich IL
Arielle Noel   Senior   Health Sciences Milan IN
Stephanie Oakland   Senior   Music Composition Ridley Park PA
Garrett Oberst   Senior   Chemistry Louisville KY
Isabelle Obert   Senior   Middle Secondary Education Loomis CA
Jackson O'Brien   Senior   Physics Logansport IN
Matt Pauszek   Junior   Risk Management Indianapolis IN
Chad Pingel   Senior   Finance Runnells IA
Daniel Przybylski   Senior   Pharmacy Hickory Hills IL
Nicole Puccini   Senior   Marketing Lisle IL
Perry Rabin   Senior   Chemistry Highland Park IL
Anna Rauh   Junior   Strategic Communication Harrods Creek KY
Ryan Reid   Junior   Finance Wheaton IL
Shannon Reid   Junior   Psychology Indianapolis IN
Noelle Rich   Senior   Sociology and Psychology Downers Grove IL
Kaylie Ricks   Senior   Journalism Dixon IL
Danielle Ruppal   Junior   Health Sciences Grand Rapids MI
Arielle Russell   Senior   Chemistry Indianapolis IN
Hadeel Said   Junior   Marketing Indianapolis IN
Dania Saltagi   Junior   Health Sciences Fishers IN
Luke Scalone   Senior   History New Lenox IL
Caleb Schmicker   Senior   Chemistry Winamac IN
Marilyn Schoenle   Senior   Pharmacy Plymouth MI
Benjamin Sieck   Senior   Journalism Cumming IA
Katie Springston   Senior   Sociology McHenry IL
Brian Straughn   Junior   Accounting Oswego IL
Micaela Strycker   Senior   Pharmacy Zionsville IN
Riley Supple   Senior   Marketing Holland MI
Katelyn Sussli   Senior   Organizational Communication Loveland OH
Clayton Taylor   Junior   Biology Greenwood IN
Maria Thaman   Senior   Psychology Cincinnati OH
Sam Thomas   Junior   Political Science Wabash IN
Sarah Tietz   Senior   English Language Arlington Heights IL
Marina Tipold   Senior   Biology Hobart IN
Mallory Tolin   Junior   Health Sciences Crawfordsville IN
Laura Tonner   Junior   Science, Technology and Society Rensselaer IN
Dessirae Turner   Senior   Elementary Education Englewood OH
Kathryn Utken   Senior   Strategic Communication Carmel IN
Gabrielle Vinyard   Junior   Biology Valparaiso IN
Charis Webb   Junior   Religious Studies Brownsburg IN
Kristen Webb   Junior   Psychology Gallatin TN
Courtney West   Senior   Strategic Communication La Porte IN
Laura Wilhelm   Senior   Media, Rhetoric & Culture Indianapolis IN
Jessica Williams   Senior   Pharmacy Indianapolis IN
Julia Williams   Senior   Health Sciences Washington IL
Keiffer Williams   Senior   Biology Huntington IN
Elizabeth Wilson   Senior   Accounting Kokomo IN
Allison Wolter   Senior   Health Sciences Indianapolis IN
Alexandra Zaslav   Senior   Dance Richmond VA
Joseph Zegar   Senior   Pharmacy Gurnee IL
Ashley Zegiestowsky   Senior   Computer Science Franklin TN
Nicole Zimmerman   Senior   Chemistry Pittsboro IN
Sarah Zimmerman   Senior   Spanish Duluth MN

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

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Academics

Our Risk Management Students: 'These Guys Are Good'

BY

PUBLISHED ON Apr 22 2016

Butler's Risk Management students place third in national competition.

 

As consolation prizes go, this one was pretty great.

Matt Pauszek, Melissa Lakin, Erin Bundy, and Jake Doman.
Matt Pauszek, Melissa Lakin, Erin Bundy, and Jake Doman.

 

A Butler team of seniors Jake Doman (from Chicago) and Melissa Lakin (Westfield, Indiana) and juniors Matt Pauszek (Indianapolis) and Erin Bundy (Knightstown, Indiana) has just finished competing in the Spencer-RIMS Risk Management Challenge on April 11 in San Diego. They went head-to-head against teams from seven other schools—all assigned to analyze a case study involving Lego—and finished third.

The students were a little disappointed. But afterward, Hans Læssøe, the Risk Manager for Denmark-based Lego, showed them what he had written during their presentation: These guys are good.

“That was an honor in itself,” Bundy said.

“It validates everything you’re doing,” Doman added. “If the Risk Manager at Lego thinks we did an all-right job, we probably did an all-right job.”

To make it as far as they did was impressive. Third place is the best result yet for a Butler team in this competition, and particularly remarkable for a program that’s only in its fourth year.

The Butler team, mentored by Zach Finn, Clinical Professor & Director of the Davey Risk Management and Insurance Program in the College of Business, started in the fall by writing a two-page essay that got them into the competition against 20 other schools. After that, all the teams were assigned to analyze the risk and opportunity that could affect the growth of Lego, which has grown at an annual rate of 16 percent, even during the Great Recession.

Eight teams were chosen to compete in San Diego, where they each gave 20-minute presentations before a panel of judges. Three made it to the finals.

“We were competing against the top programs in the nation and programs that have been around for so much longer than Butler’s,” Pauszek said. “As a program in its fourth year with a max of 40 students or so, we were pretty pleased with how we fared.”

“Butler wants to promote experiential learning, and this is it,” Lakin said. “That’s exactly what we’re doing.”

Butler’s representatives, all Risk Management/Finance double-majors, said their experience gave them the opportunity to network with professionals at the conference and cemented their appreciation for risk management.

Pauszek, Lakin, Bundy, Doman, and faculty mentor Zach Finn.
Pauszek, Lakin, Bundy, Doman, and faculty mentor Zach Finn.

“For me,” Bundy said, “risk management is a different task every day you’re faced with and it’s problem solving, which is fun, in a sense. You also get to help protect people at the same time.”

“I’m a numbers guy, so I love finance,” Doman said. “But risk management allows you to go a lot deeper into those numbers and explain why things are occurring. That’s why I find it interesting.”

The 2017 competition is in Philadelphia, the home of Temple University, which beat Butler and Florida State in this year’s finals. Butler will be back.

“Given that this year's challenge felt like the Rocky sequel Creed, where the protagonist boxer loses the title but wins the crowd's hearts, it's a fitting locale and perfect setup for our return next year,” Finn said.

The students feel the same way.

“Erin and I are juniors,” Pauszek said, “so we’re hoping next year we come back with a vengeance and hopefully get first place next year. That’s the goal.”

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

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Butler, IU Law School Create 'Butler Law Scholar'

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PUBLISHED ON Jan 05 2016

Butler University and the Indiana University Robert H. McKinney School of Law will create the “Butler University Law Scholar,” a partnership that will allow Butler to nominate one student each year to enroll in the law school and receive a minimum half-tuition scholarship.

admissionsfall2014-15 135

Graduating seniors and alumni—who often take a gap year or two before applying to law school—will be eligible for the scholarship. The first scholar will be named in time for the 2016 fall semester.

Applicants will apply to both the McKinney School and the Center for High Achievement and Scholarly Engagement (CHASE) office at Butler. CHASE Director Rusty Jones and pre-Law adviser Jim McKneight will vet the applications and recommend several candidates to be considered by McKinney for the Butler University Law Scholar honor.

The Butler University Law Scholar also will be guaranteed an experiential learning opportunity, either an externship or a paid research assistantship, after he or she completes 31 hours of coursework.

“Our new partnership provides a wonderful opportunity for our students while at the same time raising the profile of the McKinney School of Law among law school-bound students at Butler,” Butler Provost Kate Morris said.

Jones said the McKinney School, which has scholar arrangements with other private universities in Indiana, approached Butler about creating the partnership. U.S. District Judge Jane Magnus-Stinson '79, who earned her law degree from McKinney in 1983 and is a member of the Butler Board of Trustees, encouraged the establishment of the partnership.

“This is a nice opportunity,” Jones said. “Since I took over as CHASE Director this fall, I’ve tried to think of ways to give opportunities to the pre-law students, and this is a really great one.”

Roughly 25-30 Butler graduates go to law school in an average year, Jones said. Last year, six went to McKinney.

"I am delighted by the news of our partnership with Butler University," said Dean Andrew R. Klein of the Indiana University Robert H. McKinney School of Law. "Our alumni from Butler have gone on to do many great things in the legal profession, in business, and in community service. I’m confident the Butler grads who attend IU McKinney through this partnership also will go on to do wonderful things that will make both institutions incredibly proud."

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

AcademicsPeople

Grant Helps Professor Samide Continue Art Preservation

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PUBLISHED ON Dec 16 2015

Chemistry Professor Michael Samide and Senior Conservation Scientist Gregory Smith will be the beneficiaries of a three-year, $75,000 grant that the Indianapolis Museum of Art has received to continue their work on preserving works of art.

Michael SamideThe National Endowment for the Humanities (NEH) grant will allow Samide to spend the next two summers at the museum as an NEH faculty fellow. In addition, two Butler undergraduates will have the opportunity to work at the museum during the next two summers.

The work is centered around the development of a new method for rapid analysis of volatile organic compounds released from materials used in museum construction. The hope is to find a better quantitative method for material testing so that museums can safely design and build museum spaces that will not damage the art.

The work began as part of a sabbatical leave in 2014 and continued with Samide serving as a Dreyfus MUSE scholar in the summer of 2015. Preliminary results have been published and the data was recently presented as part of symposium on conservation and exhibition planning at the Smithsonian in Washington, D.C.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

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Introducing the Hinkle Academy, a New Graduate Program

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PUBLISHED ON Jul 22 2015

Graduate students looking to become leaders in wellness, sport, and allied fields now have a new option: the Hinkle Academy, a joint online venture of Butler University’s Department of Athletics, College of Education, and Health and Recreation Complex.

The program begins in the fall, offering 12 credits of graduate coursework spread out over 11 months. Classes will expose students to a variety of sport and wellness careers and lead to a 12-hour certificate that can be used toward a Master’s in Effective Teaching and Leadership at Butler or a graduate degree elsewhere.

Tony Hinkle Statue“In my world of rec sports, the competition is such that if you don’t have a master’s, you’re really behind the eight-ball,” said Scott Peden, Butler’s Director of Recreation. “It’s an incredibly competitive marketplace for jobs.”

For more information, contact Mindy Welch, Program Coordinator, at 317-940-9550 or mwelch@butler.edu. More graduate information is available at https://www.butler.edu/admission/graduate/graduate-application-process.

Subject areas in the Hinkle Academy coursework begin with an investigation of the Butler Way ethos for effective leadership, establishing culture, and building community. Coursework will include marketing, special events, program planning, and facilities management. “Regardless of what specific branch you go into in wellness, you’re going to have to know budgeting and finance and sponsorships and legal aspects and a boatload of specific topics,” Peden said. “Those are good foundational competencies to have, regardless.”

Hinkle Academy also will include the Butler/Indy Lab, a three-day residential workshop at Butler University and in Indianapolis, during which students will be able to meet the people—and tour the organizations and facilities—that drive Indianapolis’s reputation as a sports capital.

A capstone, eight-week summer apprenticeship can be completed in a student’s home organization or community.

"The Hinkle Academy provides a unique portal for candidates with shared interests in education, sport, and wellness and diverse backgrounds, careers, and goals to study leadership through the lens of the Butler Way," College of Education Associate Professor Mindy Welch said.

The certificate work is appropriate for current and future Butler alumni; licensed teachers and coaches in all sports at all levels; volunteer coaches affiliated with schools, churches, community centers, and fitness centers; professionals employed in sport and wellness; and individuals seeking career change or entrepreneurial opportunities in education, sports, athlete development, fitness, recreation, and wellness.

Michael Freeman, Butler’s Associate Athletic Director for External Operations, said the online coursework and flexibility of the program schedule “should provide insight and education on how there are many ways to get the job done in sport.”

“It can work for all types of people, from recent grads looking to break in to sport, folks looking for a career change or those already in sport and looking for self-improvement,” he said. "We could see a very diverse group of students.”

Peden said having all classes online is perfect for people who are in the workforce and can’t take the time to return to school for two years.

“There are a lot of students who are graduating from undergraduate coursework and looking to see what’s next,” he said. “This is a unique niche.”

See Welch and Freeman talking about the Hinkle Academy on Inside Indiana Business.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

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Academics

Jill Bolte Taylor to Deliver Spring Commencement Address

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PUBLISHED ON Mar 02 2016

Globally renowned neuroanatomist Dr. Jill Bolte Taylor—known as “Dr. Jill”—will deliver the keynote address at Butler University’s 2016 Commencement ceremony on May 7 at 10:00 AM in Hinkle Fieldhouse. She will receive an honorary Doctor of Science degree.

bolte-taylorDr. Jill’s 2008 TED Talk was the first TED presentation to go viral, and remains among the top five TED talks of all time. In this moving talk, Dr. Jill explains the experience of her own stroke, an arterio-venous malformation, at age 37.

On the morning of her stroke, December 10, 1996, Dr. Jill was already a successful and prolific brain scientist focused on severe mental illness. Because of her understanding of the brain, she was able to study the effects of the stroke on her own body, in real time, as she suffered them. Further, in the midst of her own near-death experience, she was inspired to recover so that she could help others heal from severe brain trauma. It took Dr. Jill eight years to fully regain her neurological and physical abilities—including how to talk and walk.

Dr. Jill’s memoir, My Stroke of Insight: A Brain Scientist’s Personal Journey, spent 17 weeks on The New York Times bestseller list and is now available in 30 languages. Her rare and inspirational story has led to many accolades, including a place as one of TIME Magazine’s 100 Most Influential People in the World and an appearance on The Oprah Winfrey Show in 2008.

She serves as the National Spokesperson for the Harvard Brain Tissue Resource Center (Harvard Brain Bank); CEO of My Stroke of Insight, Inc., and Chair of the Board of the not-for-profit Jill Bolte Taylor BRAINS, Inc. Further, she has continued her active membership in NAMI (the National Alliance on Mental Illness) since 1993.

Dr. Jill speaks at conferences and events worldwide. In addition to sharing her personal story, she enjoys speaking to audiences about their own brains—especially the differences between their right and left “hemisphere personalities.” Building a healthy relationship between the two, she asserts, can help forge a path to peace within ourselves and throughout the world. It can also help us discover new things about our own interests and abilities.

Dr. Jill herself, when her left hemisphere was compromised, experienced a right-hemisphere renaissance that resulted in a new artistic endeavor: the creation of colorful, anatomically correct stained glass brains.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

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AcademicsCampus

URC Let Students Show Their Work

BY

PUBLISHED ON Apr 08 2016

More than 900 individuals representing 58 colleges and universities in 11 states participated in Butler University's 28th annual Undergraduate Research Conference on April 8. The students presented in 26 subject areas, from music and English to biology and chemistry.

Indiana University-Bloomington student Reyan Coskun presents her poster on "Toward Efficient Chemoenzymatic Syntheses of Sialyl-a-2,3-Lactose/Lactosamine Assisted by a Fluorous-Tag Purification."
Indiana University-Bloomington student Reyan Coskun presents her poster on "Toward Efficient Chemoenzymatic Syntheses of Sialyl-a-2,3-Lactose/Lactosamine Assisted by a Fluorous-Tag Purification.

 

Emily Wilkerson, a sophomore Elementary Education major from Columbus, Indiana, Moriah Riggs, a sophomore Marketing/Communications major from Hernando, Mississippi, and Allissa Quick, a sophomore Pharmacy major from Terre Haute, Indiana, were among the volunteers helping out at the URC.
Emily Wilkerson, a sophomore Elementary Education major from Columbus, Indiana, Moriah Riggs, a sophomore Marketing/Communications major from Hernando, Mississippi, and Allissa Quick, a sophomore Pharmacy major from Terre Haute, Indiana, were among the volunteers helping out at the URC.

 

 

Butler student Jesse Allen presents "A Blaschke-Factor Bifurcation Locus"
Butler student Jesse Allen presents "A Blaschke-Factor Bifurcation Locus

 

Butler's Brittany Garrett was among the artists who artwork was on display.
Butler's Brittany Garrett was among the artists who artwork was on display.

 

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Academics

Butler Graduated 116 Students in December 2015

BY

PUBLISHED ON Feb 11 2016

neuroHere is the official list of December 2015 graduates of Butler University:

Maritza Arredondo Business Administration Indianapolis IN
Gina Barrieau Marketing Mequon WI
Jonathan Benstent Management Information Systems Willow Springs IL
Kelsey Berggren Science, Technology, & Society Chebanse IL
Alexander Berton Middle/Secondary Education Oak Park IL
Jennifer Briggs Business Administration Indianapolis IN
Kiley Broad International Business Columbus IN
Richard Brodbeck Computer Science B.S. Lima OH
Derek Brown Economics North Vernon IN
Jason Bullock Education Administration Cicero IN
Elizabeth Burnell Risk Management and Insurance Valparaiso IN
Tim Chappo Business Administration Indianapolis IN
Pukhrajjeet Chhokar Accounting Dyer IN
Janelle Cosgrove Business Administration Greenfield IN
Janae Curnutt Education Administration Arcadia IN
Thomas Curr English Writing Gloucestershire  
Elizabeth DAmore Elementary Education Kenosha WI
Randi DeLong Biology B.S. Dayton OH
Brian Dean Business Administration Carmel IN
Lori Doran Education Administration Brownsburg IN
Emmalee Doris Arts Administration Bloomfield IN
Krista Douglass Education Administration Fishers IN
Mallory Duncan Journalism Portage MI
Anna Durham Mathematics B.S. Batavia OH
Kaley Eakle Strategic Communication Goshen IN
Michelle Elliott Music Los Angeles CA
Maricha Ellis Business Administration Indianapolis IN
Elizabeth Eveleigh Professional Pharmacy Cincinnati OH
Meghan Farrell Communication Science & Disord Park Ridge IL
Taylor Fengya Arts Administration Indianapolis IN
Michelle Ferro Middle/Secondary Education South Bend IN
Jordan Fuchs Music Frisco TX
Andrew Gelwicks Strategic Communication Cincinnati OH
Christopher Gift Business Administration Fishers IN
Adam Gonzales Business Administration Speedway IN
Kaylen Groves Finance Kempton IN
Allison Hall Marketing Saint Charles IL
Alicia Hammonds Business Administration Indianapolis IN
Thaddeus Harmon Creative Writing Indianapolis IN
Sarah Harnish Business Administration Indianapolis IN
William Heed Art + Design Noblesville IN
Kaitlyn Hewitt Marketing Indianapolis IN
Joe Hoberman General Program Loveland CO
Jacqueline Hoey Strategic Communication AuSable Forks NY
John Homlish Biology B.S.   PA
Andrew Howerton Business Administration Noblesville IN
Ross Hufford Business Administration Wichita KS
Kimberly Hunt Mental Health Counselor Certif Indianapolis IN
Melissa Iannuzzi Strategic Communication Liberty Township OH
Margaret Ioannacci Education Administration Carmel IN
Dustin Jones English Franklin IN
Puja Kanvinde Pharmaceutical Science Austin TX
Megan Kenyon Business Administration Indianapolis IN
Ian Koehler Business Administration Carmel IN
David Leach Finance Highlands Ranch CO
Dustin Lewis Business Administration Brownsburg IN
Dhanuskodi Manikandan Business Administration Carmel IN
Caroline Marandino Education Administration Zionsville IN
Michael Margeson Education Administration Crawfordsvlle IN
Kevin McAteer Business Administration Indianapolis IN
Rebecca Megel Stone Education Administration Greenwood IN
Dustin Mehringer Business Administration Noblesville IN
Kate Mengebier Strategic Communication Ann Arbor MI
Lauren Merrild Political Science Marshall MI
Claire Meyerhoff Marketing Saint Louis MO
Susan Michal Education Administration Indianapolis IN
Haley Miller Elementary Education Carmel IN
Jill Miller Education Administration Indianapolis IN
Joy Miller Communication Science & Disord Carmel IN
John Moore Business Administration Carmel IN
Katherine Morgan Education Administration Indianapolis IN
Megan Nethery Business Administration Carmel IN
Gayle Ocampo Computer Science B.S. Noblesville IN
Michelle Okerstrom Biology B.S. Saint John IN
Briggs Orsbon Business Administration Carmel IN
Philip Osolinski Finance Delaware OH
Ashley Owens Communication Science & Disord Indianapolis IN
Samantha Price Elementary Education Willowbrook IL
Mackenzie Reed Communication Science & Disord Fernandina Beach FL
Allyson Reynolds Communication Science & Disord Indianapolis IN
Jackson Richey Psychology Indianapolis IN
James Rick History and Anthropology Beavercreek OH
William Riggs Education Administration Indianapolis IN
Brianna Rosales Strategic Communication Bedford IN
Ephraim Rudolph Strategic Communication Carmel IN
Adam Sanders Computer Science B.S. Kirkwood MO
Eric Sanders Music Performance Griffith IN
Caleb Schmicker Chemistry B.S. Winamac IN
Joseph Schmidt Business Administration Indianapolis IN
Jamie Schultz Business Administration Mc Cordsville IN
Sherie Scott Education Administration Indianapolis IN
Abigayle Scroggins History Muncie IN
Andrew Selig Business Administration Indianapolis IN
Mariah Sells International Business New Castle IN
Nellie Shuford Music Performance Wilmette IL
Benjamin Sieck Journalism Cumming IA
Emily Slajus International Studies Iron Mountain MI
Paige Sowders Education Administration Indianapolis IN
Everett Sparks Music Performance Pittsboro IN
Matthew Stach Mental Health Counselor Certif Westfield IN
Jeremy Stephens Middle/Secondary Education Indianapolis IN
Clifford Stockton Sociology Indianapolis IN
Alexandra Tanton Electronic Media Zionsville IN
David Tiwari Economics Bloomington IN
Carrie Twyman Education Administration Indianapolis IN
Brandon Upchurch Accounting McCordsville IN
Juli Wakeman Education Administration Indianapolis IN
Robert Warnock Business Administration Noblesville IN
John Westfall Education Administration Avon IN
Alex White Chemistry B.S. Evansville IN
Jennica Wilson Political Science Marion OH
Zachery Wolfe Actuarial Science Crest Hill IL
Brandon Woods Finance Sydney  
Amy Wright Education Administration Indianapolis IN
Jonathan Young Business Administration Whiteland IN
Sarah Zack Education Administration Zionsville IN
AcademicsCommunity

You Are Not Alone

BY Marc D. Allan MFA '18

PUBLISHED ON Dec 17 2018

Kat Strube was “incredibly nervous” as she stood in front of 47 middle-schoolers at Christ the King Catholic School in Indianapolis. And that seemed fitting, really, for what was about to happen next.

For the next 30 minutes she and Butler University classmates Sid Garner, Alex Reinke, Maggie Nobbe, and Hannah Justice would deliver a presentation called "Understanding Anxiety," their final project in the course “Mental Illness: Biological, Psychological, and Sociological Perspectives.”

“I’m not somebody who feels super comfortable in this setting,” Strube, a biology major, says, “but it’s an interesting project.”

As the 11- and 12-year-olds listened attentively, the Butler students went through topics such as what anxiety is, what causes it, and what are the best ways to deal with it. They made paper fortune-tellers with the kids—"a fun, useful distraction for those facing anxiety or other mental illness," they explained—and answered the students’ questions. While one student wanted to know if any of the Butler group knew men’s basketball player Kamar Baldwin, all the other questions they asked dealt directly and seriously with the topic.

“I was super-surprised,” Strube said. “Everyone seemed receptive and to be listening. No one had their head down. Everyone participated and everyone had great questions. It’s not what you expect from middle school students. So that was pretty cool.”

Strube and her classmates were one of 12 teams from the Butler class who went out to Indianapolis-area middle schools in early December to discuss—and attempt to destigmatize—mental illnesses such as anxiety, depression, and schizophrenia. The groups also delved deeper into areas including technology disorders and addictions, sleep disorders, and substance abuse.

The class, which was offered this fall for the third time, is team-taught by Professors Kate Novak (Sociology), Tara Lineweaver (Psychology), and Jennifer Kowalski (Biology). But this was the first time Butler students went into the community to share what they'd learned, including general information (6.8 million children suffer from General Anxiety Disorder), and specifics, such as breathing techniques to ease symptoms.

 “We wanted our students to help middle school kids recognize the stigmas associated with mental illnesses, how the stereotypes are not true, to combat fears and worries about mental illness and to encourage them to know how to get help if they have a problem or they know someone who has a problem,” said Lineweaver.

It was not just about what the Butler students said, but who was delivering the information, Novak said. And getting into the community gave Butler students the chance to understand the implications of what they are learning in the classroom in a new, more real way.

“It's good to have college students come and talk to middle-schoolers because they really look up to college students,” Novak said. “They're going to take it a little more seriously. And a lot of our students have incorporated examples from their own lives. They're saying, ‘I'm willing to talk about this.’ It's been really good for our students, too. It gets them out and thinking about this: What does this mean in terms of people lives? They're not just thinking about the academic component. What is a mental illness? What does the research say? How does this impact people's lives, and how can they have an impact?”

To get the Butler students into the community, the professors teamed with the Joseph Maley Foundation, whose HOPE Program (Health through Outreach, Personal Perspectives, and Engagement) was created to bring emotional, physical, social and mental health awareness and advocacy to students in preschool through 12th grade. HOPE is one of five programs that fulfills the Maley Foundation's mission to serve children of all abilities.

Allison Boyll, a manager with the foundation, helped arrange the Butler students’ visits to local schools, including Westfield Middle School, Indianapolis Public Schools 91, St. Richards, St. Lawrence, St. Monica, and Christ the King.

"I think anytime we can work with students in the area of mental health and help them realize that it’s a natural area of conversation and we can talk about all areas of mental health, it helps to reduce the stigma on mental health and getting the support that you need,” Boyll said. “It just makes it everyday language, so that when you do need some extra support, if you need extra support, you don’t have to be afraid to reach out to get that help.”

That was the reason Christ the King Principal Ed Seib wanted his students to see the presentation. He said mental illnesses get in the way of students being able to reach their potential. Since a social stigma exists, “we want to let them know early on that it’s something they can talk about, it’s something that can be dealt with, and we’re here for them. The presentation was a great way of opening those doors and seeing kids who aren’t that much older than they are talking to them on their terms.”

Frank Meyer, 12, a Christ the King seventh-grader who saw the presentation, said he thought it was extremely worthwhile. He learned that while talking to a friend might not always be the most helpful, it’s always good to have someone to talk to when you’re going through a tough time. He also was interested in hearing about the most common disorders among children—test anxiety and social anxiety—because he deals with those from time to time.

He said hearing from the college students let him know that he’s not alone.

And getting that message out, Professor Kowalski said, is just one of the many benefits of this course.

“It's been a good challenge for the students to have to take the more academic information that they learned and then figure out what's critical, what's going to resonate with the middle-school students,” she said. “And I think it fits with the goals of the course, which are integrating these ideas, communicating about mental illness, dispelling stereotypes, things like that.”

 

Media contact:
Marc Allan MFA '18
News Manager
mallan@butler.edu
317-940-9822  

AcademicsCommunity

You Are Not Alone

Butler students explain mental illnesses to Indianapolis-area middle schoolers.

Dec 17 2018 Read more
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Academics

The PA Program at 20: Many Reasons to Celebrate

BY

PUBLISHED ON Feb 29 2016

Stacy Dawkins ’01 thought she might want a career in medicine after graduating from Indiana University-Bloomington as a Chemistry and English double major. Physician Assistant (PA) was not on her list—mostly because she’d never heard of it.

But the Anderson, Indiana, native had a friend in the program at Butler University, and the friend convinced her that she belonged in the PA program.

Butler University College of Pharmacy lab scenes October 27, 2015.

Fast-forward 15 years, and Dawkins now boasts an impressive work history that includes seven years in cardiology, three years in internal medicine, and, these days, emergency medicine work at St. Francis Hospital Center on the south side of Indianapolis. She has also served as an adjunct instructor for Butler in the past and currently lectures at another PA program.

“The flexibility in being a PA is wonderful,” she said. “I’ve gotten to be part of three different areas of medicine.”

It’s stories like Dawkins’s that will be celebrated on April 22 with a daylong free continuing medical education conference for alumni and a dinner celebrating the 20th anniversary of the PA program.

The program, which educates healthcare providers to practice medicine on teams, started as a joint program between Methodist Hospital and Butler, with 2.5 full-time faculty members and 8 students working toward a bachelor’s degree. At the time, there were no other PA programs in Indiana and only 55 in the country.

In 2008, Butler became the sole sponsor of the PA program. Today, the program is a master’s degree-only curriculum taught by 9.5 full-time faculty. It will graduate its 710th student in May. Statewide competition has expanded to include University of Saint Francis, Indiana University, and Indiana State University, with four more schools opening programs in the near future.

Jennifer Snyder, who graduated from the program in 1997 and now serves as the program director, said Butler and Methodist recognized that there was a need for a profession like PA to help increase the number of medical providers, fill a gap in the healthcare community, and increase access to care.

Snyder
Snyder

 

Snyder said PAs choose to be PAs for a number of reasons:

-Flexibility. PAs are trained as generalists. They can go into whatever field they choose and change specialties if they want.

-No residency. PAs don’t have to do a residency or take the board exams associated with a specific field. They are nationally certified and state licensed to practice medicine in every medical or surgical specialty and prescribe medication. To maintain national certification, PAs are required to complete 100 hours of continuing medical education every two years and recertify as medical generalists every 10 years.

-Faster development. PAs earn their degrees in two years, rather than four, allowing them to graduate and get into the workforce quickly.

-Collaboration. PAs collaborate with physicians. A PA’s scope of practice typically grows over time with clinical experience. A PA often serves as the lead on care coordination teams and sees patients in all settings without a physician present. In fact, in some rural and underserved areas, a PA may be the only local care provider, collaborating with a physician in separate location via telecommunication.

Butler’s PA program was built in part on word of mouth. Just as Dawkins heard about it from a friend, Rob Estridge ’08 called Dawkins, whom he knew, to ask about her experience. Estridge had worked as a nursing assistant through high school and as a pre-med undergrad at Miami (Ohio) University. A few years after graduation, he shadowed a PA at Johnson Memorial Hospital in Franklin, Indiana.

“He was doing all these procedures—everything a physician would do—but he didn’t have all the burden of being the one in charge,” Estridge said. “But he still practiced medicine to a strong degree and had all this autonomy. I thought, ‘This is what I want to do. I don’t care if I’m the one in charge. I just want to be part of the team.’ PA just fit so well.”

Estridge, who grew up in Cincinnati, Ohio, is now the manager of the in-patient Nurse Practitioners and PAs for neurosurgery and neurology at the Cleveland Clinic, and also supervisors the neuro-ICU Nurse Practitioners.

Estridge
Estridge

 

“I wouldn’t have gotten anywhere if it wasn’t for Butler,” he said.

Megan Wesler ’13 started at Butler as an undergraduate and went straight through the PA program after being accepted as a sophomore. She had thought about going to medical school, but opted for a career with more flexibility.

Since graduating, she’s worked in the emergency medicine at Community Hospital North and Community Hospital East, Indianapolis, where she sees patients with everything from sore throats to heart attacks. The way her schedule is organized, she works 10- or 11-hour shifts six of every seven days, then has five consecutive days off. In a typical month, she only works about 15 days, which allows for a work-life balance she likes.

“I feel like I was very well prepared for my career,” she said. “They talked a lot in school about how much on-the-job training there would be, but I feel like the skills I graduated with and the tests we took were a great foundation that allowed me to acquire a lot of skills.”

Maggie Doty ’15 said the opportunity for work-life balance attracted her to PA as a profession. Being part of the Butler program sealed the deal. Today, the Minnesota native works in outpatient internal medicine at Johnson Memorial Hospital. She also is an adjunct instructor at Butler, helping with the Health Care Communications class and sitting in on panels for the incoming PA classes.

Doty
Doty

 

“There was never a rotation site I went to during our clinical rotation year where our preceptors and supervising physicians didn’t recognize Butler students and how we stood out,” Doty said. “I didn’t really know until I started getting out into the community about how well known Butler’s PA program is.”

That—and more—is what they’ll be celebrating in April.

“We want to celebrate who we are and what we’ve become,” Snyder said. “Our graduates have really helped shape the program. We’re going to look back and celebrate it.”

 

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

Academics

Surprise! You've Earned a Tuition-Free Scholarship to Butler

BY

PUBLISHED ON Mar 07 2016

With classmates cheering, family members on hand for hugs, and Butler’s live mascot, Trip, there to pose for pictures, Shortridge International Baccalaureate High School seniors Jacob Charboneau, G. Gray, and Aaliyah Coe got an enormous surprise on March 3: They each received full four-year Butler Tuition Guarantee scholarships.

Jacob Charboneau (kneeling with Trip) and his family.

“I was kind of upset earlier in the week and I was crying,” said Coe, who didn’t think she’d gotten the scholarship, said after the announcement. “My mom and dad were really concerned. They said they had to hold it as a surprise, which was hard for them. But I’m glad they did. It’s pretty cool.”

The Butler Tuition Guarantee offers 10 full tuition awards to students who have high financial need as determined by the Free Application for Federal Student Aid (FAFSA). In addition to financial need, the review committee values students who have taken leadership roles, participated in co-curricular activities, and shown dedication to academic achievement.

Students who are 21st Century Scholars, future Indianapolis Public School graduates, or eligible for free/reduced lunch were encouraged to apply.

Also receiving Butler Tuition Guarantee scholarships are:

-Amanda Fordyce (Ben Davis High School)
-Emily Jewell (Lawrence North High School)
-Serenity Dzubay (North Central High School)
-Auboni Hart (North Central High School)
-Isaiah Moore (North Central High School)
-Alexandria Kassan (North Central High School)
-Andrew Tucker (Scecina Memorial High School)

Most of the awards were presented quietly, but Shortridge celebrated loudly.

“There are only 10 (Butler Tuition Guarantee scholarships) in all of Marion County,” Shortridge Principal Shane O’Day announced proudly, “and three came out of the 2016 graduating class of Shortridge High School.”

Aaliyah Coe celebrates her scholarship.

Coe said she expects to study pharmacy at Butler. Charboneau said he plans to look into Butler’s Engineering Dual Degree Program. Gray was not available to comment.

“Thank you for the tenacity, the perseverance, the grit that you’ve shown,” Greg Newlin, Enrollment and Options Officer for Indianapolis Public, told the students. “I know it’s not easy. I’ve been a principal in an IB school. I know what it takes. I know what you do every day, and I couldn’t do it. So I want to be the first to tell you I am for doing that.”

Butler Associate Director of Admission Ashley Anderson noted that Butler has a long-standing, strong relationship with Shortridge. Butler offers an Early College Program, and a number of the faculty and staff members and student teachers are Butler alumni or current Butler students.

In addition, Butler Opera Theatre will present The Pirates of Penzance at Shortridge in April, with students and faculty from both schools working together. The College of Business is working to launch a financial literacy experience at Shortridge. And the Butler Chemistry Department donated much needed science equipment to the high school.

“We really want Shortridge to continue being a pipeline to Butler,” Anderson said.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

AcademicsArts & CulturePeople

Playing the Long Game

BY

PUBLISHED ON Jun 05 2018

Annie Sullivan MFA '12 finds herself wearing a lot of gold-beaded jewelry these days. What better way to call attention to the release of her first young-adult novel, A Touch of Gold?

On this particular day, she's wearing a gold/orange beaded necklace that a friend gave her. Her bracelet is made up of strands of overlaid beads of gold, a gift from the Chicago Pearl Company to accent her outfits as she promotes the book.

A Touch of Gold, which comes out August 14, tells the story of King Midas' daughter, Princess Kora, 10 years after she'd been turned to gold by her father. She's now back to life, but with some lasting side effects—one of which is that she can sense other objects her father turned to gold. When those objects get stolen, she goes on a quest to find them.

Along the way, Kora faces off with pirates and thieves and discovers not only who to trust but who she is. Ultimately, A Touch of Gold is about a girl finding herself and becoming comfortable in skin that makes her unlike everyone else.

Sullivan—the first fiction writer from Butler's MFA in Creative Writing program to earn a book deal—said she and Kora have plenty in common, from their appearance (short in stature, with long, golden hair) to their adventurous spirit, toughness, and sticktoitiveness.

"I write strong female characters who can stand up for themselves," she said. "People who have a little Disney princess in them but also have that hardcore side where they say, 'I can handle this.'"

But while Kora battles in the fantasy world, Sullivan must deal with the real world: the often exasperating, slow-moving world of publishing.

"Writing," she said, "is not for the weak. You've got to have a strong constitution and be willing to never give up."

Sullivan, who grew up in Indianapolis and earned her undergraduate degree from Indiana University, began writing her book as an MFA student at Butler. She chose Butler's graduate program in creative writing because she found that it was open to many different styles of writing.

"People were writing ghost stories and middle-grade stories, and I'm over here writing fairy-tale retellings," she said. "And they were open to that. I know there are other programs where they really look down on genre fiction and anything that's not literary fiction."

Still, Sullivan started off unsure. The first assignment she turned in was a short story about an old man whose wife died in a car accident. She hated the story and so did everyone else in the class. "I'm sure I went back to my car and cried," she said.

Next came the breakthrough moment: She decided that next she submitted a story, "I'm going to turn in something that actually represents me."

That story turned out to be the first chapter of what became A Touch of Gold. Her classmates recognized her passion, she said, and they approved.

"Annie was obviously very talented," Associate Professor of English Mike Dahlie said. "But more important, she was wholly devoted to her writing. Her kind of unfettered and patient love of storytelling is always why people get book deals."

That was in 2010.

Over the next seven years, Sullivan continued writing. Finished the first draft of A Touch of Gold. Read about agents (she recommends literaryrambles.com for that) and sent query letters to more than 100 before she found one who appreciated her work. Wrote a second book. Then a third. Attended the Midwest Writers Workshop. Revised the first book based on feedback from the workshop. Received a rejection from one publisher saying the book was too dark. Received a rejection from another publisher the next day saying the book wasn't dark enough.

Finally, in August 2017, her agent called: She sold the book to Blink, a young-adult imprint of HarperCollins.

"You've got to be in this for the long game," Sullivan said. "And it is a long game. It's a game of timing and finding the right person who loves your work."

Now, while she continues in her day job working for Wiley Publishing as copy specialist on the content-marketing team, Sullivan is working on another book, writing articles for Young Adult websites to help publicize A Touch of Gold, planning to attend the American Library Association's midwinter conference to sign advance reader copies of her book, setting up school visits, and thinking about a book launch party in August.

She gives Butler's MFA program a great deal of credit for her success—from providing her time and motivation to write, to having professors and critique partners to guide her writing, to having the freedom to tell the kinds of stories she likes to tell.

"I can't describe how much they helped me," she said. "Everything fell into place through Butler to make my writing dreams come true."

Find Annie Sullivan on Twitter (@annsulliva), Facebook (Author Annie Sullivan) or on her blog (anniesullivanauthor.wordpress.com).

 

Media contact:
Marc Allan MFA '18
mallan@butler.edu
317-940-9822

 

AcademicsArts & CulturePeople

Playing the Long Game

Annie Sullivan MFA '12 spent eight years on her book "A Touch of Gold." That sticktoitiveness is about to pay off.

Jun 05 2018 Read more
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At Lab School, 22 Chinese Principals Are Students for a Day

BY

PUBLISHED ON Dec 04 2015

When 22 principals from China’s Zhejiang Province wanted to see how American elementary schools operate, they chose to spend a day at the Butler Lab School, which the University operates in partnership with the Indianapolis Public Schools system.

The Chinese visitors devoted Friday, December 4, to observing how the elementary school at 34th and Meridian streets manages to educate the students without concentrating so much on standardized testing.
Ron Smith, Principal of the Butler Lab School, visits with counterparts from China.

“In China, they have one curriculum for the entire province,” said Grace Kontur, Program Director for the Indianapolis-based Chinese Education Connection, which coordinated the visit. “Every school teaches the same thing on the same day. So for them to differentiate (like the Lab School does) is a very hard topic for them to understand.”

Kontur left it to Ena Shelley, Dean of Butler’s College of Education and designer of the Lab School, to explain.

With Kontur translating, Shelley told the visitors that “all children are capable, competent, and powerful learners.” It’s up to schools, she said, to “instill a sense of wonder” in the students. “Focus on the strength of the child and build from there,” she said.

In explaining how Lab School learning works, Shelley shared the example of a teacher who showed her student Van Gogh’s painting “Sunflowers” and asked them to draw their own version. That was supplemented by a lesson on Van Gogh, which got the students interested in his painting “Starry Night,” which segued into a discussion of the constellations, which turned into a math lesson about how many stars are in specific constellations, which resulted in a visit to Butler’s Holcomb Observatory to see the stars, which caused one of the English as a Second Language students to start speaking more because he was so excited.

“It opened him up,” Shelley said.

All well and good, the visitors said. But how is student progress evaluated?

Lab School Principal Ron Smith ’88 MS ’96 said student evaluations combine quantitative data—gathered through testing—with qualitative data that measures whether the children have learned. Those qualitative measures include examining student work and recorded discussions with individual students to see what they have learned.

As for teachers, they are evaluated based on formal observations by the principal—that counts for 60 percent—and how the teacher did on goals established at the beginning of the year (40 percent).

This was difficult for the Chinese to understand because they’re accustomed to everything being measured, Kontur said.

But they’re trying.

“They really want to update,” she said. “They really want to keep improving their system, so they want to learn what’s over here that they can bring it back to China.”

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

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Academics

Butler Inducts 29 Into Phi Beta Kappa

BY

PUBLISHED ON Mar 10 2016

Butler University’s Theta of Indiana Chapter of Phi Beta Kappa will induct 29 new members at a ceremony to be held April 16 at 8:30 AM in the Irwin Library.

pbkkeyStudents are considered for membership based on their grade point averages in liberal arts studies, typically ranking in the top 10 percent of arts and sciences majors at the University. Other factors considered include breadth and depth of areas of study, honors program involvement, undergraduate research activity, and other campus involvement and leadership.

"Earning Phi Beta Kappa is not only a recognition of students’ outstanding undergraduate commitment to the study of the liberal arts, but it provides them with an ongoing intellectual community, via local PBK chapters, with which they can engage throughout their lifetimes,” said Rusty Jones, President of the Butler University Phi Beta Kappa chapter.

The new Butler honorees are:

Seniors

Emily Brown, Chemistry (St. Charles, Missouri)

Jesse Burton, Physics and Electrical Engineering (Nineveh, Indiana)

Anna Durham, Math and Middle Secondary Education (Batavia, Ohio)

Colleen Frank, Psychology and Spanish (Cary, Illinois)

Luke Gallion, Chemistry (Brownstown, Indiana)

Courtney Hittepole, Psychology and Sociology (Troy, Ohio)

Madison Horth, Psychology (Zionsville, Indiana)

Tyler Hudgens, Biology and Biomedical Engineering (Elgin, Illinois)

Hannah Martin, Arts Administration and Individualized Major in Liberal Arts and Sciences (Winfield, Illinois)

Paul Milius, Psychology (Rockford, Illinois)

Maggie Monson, Media, Rhetoric, and Culture, and Spanish (Palatine, Illinois)

Garrett Oberst, Chemistry (Louisville, Kentucky)

Perry Rabin, Chemistry (Highland Park, Illinois)

Ian Ray, Professional Pharmacy and Spanish (Indianapolis)

Wesley Sexton, Music and English Literature (Muncie, Indiana)

Taylor Smith, Chemistry and Energy Engineering (Crown Point, Indiana)

Julie Spoehr, Spanish and English Literature (Phoenix, Arizona)

Katie Springston, Sociology and Criminology (McHenry, Illinois)

Alec Stubbs, Philosophy and Political Science (Elkhart, Indiana)

Katelyn Sussli, Human Communication and Organizational Leadership and Political Science (Loveland, Ohio)

Sarah Tietz, English and Spanish (Arlington Heights, Illinois)

Kathryn Utken, Strategic Communication and Spanish (Carmel, Indiana)

Laura Wilhelm, Critical Communication and Media (Indianapolis)

Ashley Zegiestowsky, Computer Science and Spanish (Franklin, Tennessee)

Benjamin Zercher, Chemistry (Nappanee, Indiana)

Juniors

Olivia Crowe, Biology (Bloomington, Indiana)

Whitney Hart, Chemistry (LaPorte, Indiana)

Katie Kincaid, Psychology and Middle Secondary Education (Fishers, Indiana)

Andrew Ozga, Physics and Mechanical Engineering (Hawthorn Woods, Illinois)

For more information about Butler’s Phi Beta Kappa chapter, visit: https://www.butler.edu/phi-beta-kappa.

 

Media contact:
Marc Allan
mallan@butler.edu
317-940-9822

 

Wherefore Art Thou Juliet Blue?

Marc D. Allan MFA ’18

from Spring 2018

Chemists in Verona, Italy, found out recently what’s been happening in a Butler University Chemistry lab, and they’re very grateful. 

Butler University Junior Ben Dawson, working with Chemistry Professor Anne Wilson during the summer of 2017, has replicated a pigment that matched a color called Juliet blue that the Italian chemists had discovered on historical artifacts. 

“I think they’ll be excited that somebody’s actually making these,” Wilson said. “People have been talking about these pigments but not making them.” 

The Italian scientists’ discovery of Juliet blue goes back to 2010. They laid out the problem in a paper they published: Their museum had placed several ancient flints, used for making arrowheads, in storage. They had put the flints in a drawer, on rubber mats to keep them from breaking. When they opened the drawer, they found that a chemical reaction had occurred. The flints, which were gray, had turned blue—a color the chemists would later call Juliet blue. 

The chemists thought the color on the flints was derived from a volatile organic component that was coming from the rubber mats, and that the culprit was a stabilizer that’s added to keep the rubber from falling apart over time. 

Dr. Greg Smith, the Otto N. Frenzel III Senior Conservation Scientist at the Indianapolis Museum of Art, read the Italians’ paper and gave a copy to Wilson, asking if she thought someone at Butler might want to try to figure out a synthesis for Juliet blue. She thought that would be a great summer project for a student, so she had Dawson try to make the pigment. She paid him with an annual grant the Chemistry Department receives from Eli Lilly and Company to do synthetic chemistry work. 

“Initially, we were not having a lot of success” trying to re-create the chemical reaction that caused the discoloration, Wilson said. “Then Ben left out some things over the weekend, and some of his indicator plates had turned blue.” Anne Wilson

To be specific: Juliet blue. 

“It was a very happy accident,” Wilson said. 

Dawson confirmed that the way this blue pigment occurred on the surface of the flints was probably due to a combination of air oxidation, coupled with contamination from the compound in the rubber mats. And he was able to make additional quantities of the pigment. 

“It’s a beautiful blue,” Wilson said. “It looks very Disney. It’s beautiful. It’s a great blue. It’s a lot of fun to be doing this and to see these great colors.” 

Although reproducing Juliet blue is essentially an academic exercise, Wilson said, it could have practical applications. Butler Chemistry professors and students have done several projects with the Indianapolis Museum of Art on artworks that have faded over the centuries. Perhaps, Wilson said, this summer’s finding could be a step in figuring out how to treat, and possibly restore, artifacts that have been damaged. 

“It’s exciting when you get scientists from different areas together and they start talking and trading ideas,” she said. “I think we’re very fortunate to be this close to the lab at the IMA. I think we’re very fortunate to be able to try things.” 

Academics

Wherefore Art Thou Juliet Blue?

A “happy accident” leads to a scientific discovery.

by Marc D. Allan MFA ’18

from Spring 2018

Read more
AcademicsCommunity

Grant Helps Butler Create Student-Run Insurance Company

BY

PUBLISHED ON Aug 17 2015

The Butler University College of Business will establish a student-run insurance company with the goal of having the company fully operational by the 2019–2020 academic year, thanks to a $250,000 gift from MJ Insurance and Michael M. Bill.

The Butler business, known as a “captive insurance company,” will insure certain programs at Butler, perhaps including the live mascot, Butler Blue III, or physical damage to University vehicles.

Butler University's College of Business building June 26, 2013.College of Business Dean Steve Standifird said the idea behind the internal insurance company is to give students hands-on experience and prepare them for an industry that expects to need tens of thousands of new employees over the next seven years to replace workers who will be retiring.

“This captive insurance company builds on Butler’s model of experiential learning,” said Zach Finn, Clinical Professor & Director of the Davey Risk Management and Insurance Program in the College of Business, who will supervise the students. “We have students who manage a $2 million financial endowment, and many universities around the country do that. There’s no reason students with the proper setup couldn’t manage an insurance company.”

Finn said the program will give students the opportunity to look at risks that face the university, assess the financial impacts, and determine whether the risks would be best retained and paid for with university assets as they occur, through traditional insurance markets, or through a captive insurance company.

Students will learn how to write the insurance policy, what the coverage terms will be, how to finance the company, and more. They will be able to apply their risk-management expertise in accounting, investments and numerous other areas.

“We are excited about this partnership with Butler University and the Davey Program,” said Jon Loftin, President and COO, MJ Insurance. “Butler has consistently graduated students from the College of Business more prepared to enter the workforce due in large part to their emphasis on experiential learning and providing their students with the unique opportunity to apply the academic principles in a real-life setting.”

MJ and Bill’s initial gift will cover the minimum amount of capital that’s needed to fund a captive insurance company at its outset. The College of Business also will be soliciting gifts to fund the operating costs.

“The insurance industry has been very rewarding to me over my lifetime, and I appreciate all that it has given to me, my family, and the opportunity to be the founder of MJ Insurance, Inc. for the past 51 years,” said Michael M. Bill, chairman and founder of MJ Insurance. “If we can instill a path to the students via the kind of training that I had as a very young man, it will be not only rewarding to the students that graduate through the Butler University College of Business in Insurance and Risk Management, but will provide them with a livelihood and personal reward every day that they are in our industry.”

According to figures from the U.S. Bureau of Labor, the insurance industry will need to replace 104,000 insurance sales agents, 71,900 claims adjusters, 67,400 claims/policy processing clerks, 28,900 underwriters, 8,500 software developers/programmers, 7,500 computer/information analysts, and 6,900 actuaries by 2022.

Finn estimated that even if the approximately 50 colleges and universities that offer an insurance program were able to graduate about 50 students each year—an optimistic estimate, he said—that would still leave an enormous shortfall of people ready to step in and do the jobs.

“Our students, through this program, will graduate with those skills in hand,” Standifird said. “In an industry that is in desperate need of talent, we’ll not only be providing them talent, but talent that is much closer to being job-ready than they’re going to find anywhere else. That’s one of the big motivations for doing this—to give our students a significant advantage going into the workforce.”

Added Loftin: “We are encouraged by the increasing interest of the millennial generation in the insurance and risk management industry which has historically been viewed by college graduates as boring or stale compared to some other careers. We are finding that most young adults today are simply unaware of what extraordinary opportunities exists within this industry that often times align more closely with their career, financial and, most importantly, their life goals.

“Therefore, we believe that it’s merely a matter of creating awareness and educating these young adults of the career benefits and opportunities that do exist. We believe that many coll