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Scenic view of Florence, Italy

The Best of Both Worlds

Katie Grieze

from Fall 2019

Before Jane Gervasio ’88, PharmD ’95 designed a study abroad course focusing on the Mediterranean diet, pharmacy students at Butler often struggled to fit travel experiences into their schedules. In such a structured curriculum, heading abroad usually meant getting set back. But Gervasio, a Pharmacy Practice Professor, created a program that both fit into and resonated with the coursework.

Now in its sixth year, the 10-day trip takes about 15 students to Florence, Italy, to learn all things food. Immersed in the culture of the Tuscany region, students experience the history behind the cuisine. They focus most on the food’s potential for promoting wellness, from organic farming in Pienza, to a centuries-old pharmacy in Santa Maria, to cooking classes in Florence.

“We look at the health of the diet,” she says, “but we also look at the health of the culture.”

During the 2018–2019 academic year, more Butler students traveled abroad than ever before. Jill McKinney, Director of Study Abroad, says that’s at least in part because more faculty are designing their own programs, providing students with a wider selection of opportunities.

About 40 percent of Butler students travel abroad by the time they graduate, making the University ninth in the nation for undergraduate participation. Many students still choose to take semester-long trips through third-party institutes (read about Grace Hart’s experiences on the facing page), but now custom trips with Butler faculty have created more programs that fit into fall, winter, and spring breaks.

Over the last decade, the number of faculty-led programs has exploded from four to 30. McKinney says Butler faculty tend to design creative courses that appeal to both students and parents—studying engineering in Ireland, Spanish in Spain, or the Mediterranean diet in Italy.

Faculty-led programs take the best of on-campus teaching—think small class sizes and strong relationships—and transport it to a fresh, relevant location. Students can experience new cultures with the comforting bridge of familiar faces. Butler faculty also fill some of the gaps when it comes to how coursework abroad might connect to the community back home.

McKinney attributes much of the success of Butler’s study abroad programs to the University’s leaders, whose support of global education trickles down to faculty and students. Provost Kathryn Morris has created grants that provide faculty with seed money to complete the travel and research necessary to set up their own courses. Plus, the most recent strategic plans have been built on the fact that today’s students are graduating into a globalized world—a world that demands the ability to work and thrive across cultures.

Grace Hart in Iceland

From the Top of a Glacier

Grace Hart ’20 stared out at the white ice. She couldn’t see where it ended, but she noticed a blue tinge marking the Icelandic glacier’s age. It had lived a long life.

According to the guide who’d just led Hart’s hike to the top of the slope, that would probably change within the next 200 years.

Living in the Midwest, Hart had only ever heard news stories of the ice caps melting. Now, as part of her study abroad trip in spring 2019, she was seeing it happen live.

During the semester-long program through the School for International Training (SIT), Hart traveled around Greenland and Iceland to study topics related to climate change: what’s happening, how it affects people, and what we can do to help. She’d first read about the trip as a first-year Environmental Studies major. She had always wanted to go to Iceland, and the topic was right in line with her interests.

Calie Florek, Study Abroad Advisor at Butler, says SIT offers some of her favorite study abroad opportunities. Hart was the first Butler student to go to Iceland with SIT, but all of the school’s programs emphasize engaging with local communities. Through experiences such as internships, research projects, and home stays, SIT students really dive into a culture and learn about its people in ways not all study abroad programs offer.

When Hart first came to see Florek, she knew exactly what she wanted to do. After a rigorous fall semester, she decided to apply to the Iceland program in hopes of shaking things up.

The trip began in February, just missing the time of year when the sun never rises. The group started in Reykjavík, Iceland, studying climate modeling and glaciology before heading to Nuuk, Greenland. For two weeks, they learned about the country’s culture. Hart studied how climate research often excludes native people, and she loved learning the value of including diverse voices in those conversations.

For most of the semester, Hart followed a set program, but the last five weeks were dedicated to independent study. Hart chose to focus on food security, asking how an issue so prominent in Indianapolis might play out in a different climate.

Hart first learned about the subject through her classes and internships at Butler, where she spent a semester working on the campus farm.

She found that food security in Iceland isn’t really an economic issue: It’s a land issue. People there have started demanding foods that just can’t grow in the frigid climate, forcing residents to import most of what they eat. Her research offered some solutions, focusing mainly on shifting tastes back to what the land can support.

Hart believes her study could inspire change. She would like to return to Iceland and build a community outreach program, which she hopes would get Icelanders talking about their food in new ways, while giving her the chance to learn even more about the culture.

Scenic view of Florence, Italy
Experiential Learning

The Best of Both Worlds

  

by Katie Grieze

from Fall 2019

Read more
Venue Management students get a tour.
Experiential Learning

The Show Must, And Will, go on Thanks to Butler Venue Management Students

BY Tim Brouk

PUBLISHED ON Sep 19 2019

Despite graduating in just three months, Drew Soukup’s final bow at Butler University won’t take place until fall 2020.

The Arts Administration major and his six classmates in Assistant Professor of Arts Administration Brenda Lee Johnston’s Venue Management course are already working on their final group project — select a show that will be presented as part of next season’s Jordan College of the Arts Signature Series in Schrott Center for the Arts.

Patrons will purchase tickets just like any show at the Butler Arts Center. The only difference is the show will be discovered, booked, and marketed by Johnston’s class of juniors and seniors.

“It’s going to be wild to come back and see it,” Soukup says. “I’ll be able to say ‘This is something I was able to start from the ground-up.’”

Students in the fall 2020 edition of the Venue Management class will market the event that this year’s class selects, and then work front- and back-of-house duties at the show. The experience will roll on each following fall.

Students explore the Schrott Center catwalk.
Venue Management students explore the catwalk above Schrott Center.

To fund the endeavor, JCA Dean Lisa Brooks gave the class a $10,000 budget to bring the act to the 476-seat theater. But the students must also make sure the money covers marketing and hospitality expenses. 

On a recent Wednesday morning class, students pitched their initial ideas for what artists to present. Most already contacted talent agencies to gather initial specs: cost, routing, travel, visa issues, hotel rooms, technological requirements, average attendance, and typical ticket costs.

The students’ ideas ranged from 2015 Butler alumnus Josh Turner’s folk music group to accordion and clarinet entertainers Double Double Duo, hip-hop flamenco dancers Titanium to a cappella singers Voctave. Eventually, the students will have to unite to bring in the act that’s the best fit. The show selection will be presented to JCA Department Heads in late October.

Johnston says a crucial part of booking the right show is thinking beyond your personal tastes. Arts administrators must take a step outside of themselves to consider what their audiences want to see most. Broad appeal is factored into the formula of show booking. The students must consider if the show is a good fit for the series, the venue, and Butler.

“You have to know how to sell it and build an audience around it,” Johnston says. “You put your tastes aside and you think about who would enjoy this.”

Johnston, who directed the South Milwaukee Performing Arts Center and other Milwaukee arts venues for years before joining Butler, explains to the class that having a passion for live performance is crucial, but effective venue management is all about the details. So many different factors can cause bravos or boos.

“You get to know your audience so well,” Johnston says. “My vision as a presenter is to represent the artistic conscience of my community, while also expanding their artistic vision. That means presenting things they’re interested in, but also expanding their horizons. You have to build that trust so that they will come to new things and try it out.

“The greatest compliments I ever get are when you have your regulars who tell you ‘That really wasn’t my cup of tea, but I really appreciated and enjoyed it.’ They come to everything because of that, even if they think they may not like it.”

After just a few class meetings, Johnston and her students mingled with professional booking agents and artists at the 2019 Arts Midwest Conference in Minneapolis. Kelsey Dunn, Programming Coordinator for the Butler Arts Center, introduced the students to talent agencies, which present bands, comedians, dance ensembles, and even eSports stars and YouTube influencers. The students waded through the more than 300 presenters for acts that would be a good fit for their booking. 

“The agents were really great about answering their questions,” Johnston says. “They were able to ask questions to presenters. And, now we are ready to go. We are at the stage of  trying to figure out a show.”

Aaron Hurt, Executive Director for the Butler Arts Center, is a 2008 graduate of Butler’s Arts Administration program. Most of his career experience has come within the walls of Clowes Memorial Hall.

“We have these venues on this campus,” says Hurt, who co-taught the class with Johnston in 2016. “Why aren’t we pumping out people in theater management all the time because we have this access?”

When Hurt was officially named Executive Director in January, one of his goals was to hire more students as interns, ushers, box office personnel, and backstage crew. Most of the students in the Venue Management classes have been Butler Arts Center employees.

Soukup is one of those employees. Starting as a first-year usher, he has worked in the Schrott Center throughout his time at Butler. He will soon be able to add show presenter to his resume.

“I think having Clowes, Schrott, and the whole Butler Arts Center here on campus has been one of the most rewarding parts about coming to Butler,” Soukup says. “It’s been constant involvement. I’m graduating a semester early, but part of me would like to stay a little longer.”

Butler Arts Center Executive Director Aaron Hurt leads a tour.
Butler Arts Center Executive Director Aaron Hurt, right, shows Venue Management students the Schrott Center stage.
Venue Management students get a tour.
Experiential Learning

The Show Must, And Will, go on Thanks to Butler Venue Management Students

For the class’ final project, undergrads will book a real concert for Fall 2020 at the Schrott Center for the Arts.

Sep 19 2019 Read more
Researchers in woods
Experiential Learning

Fighting Indy’s Honeysuckle Invasion

BY Katie Grieze

PUBLISHED ON Sep 11 2019

Just because something’s green doesn’t mean it’s good, says Rebecca Dolan, former Director of the Friesner Herbarium at Butler University. Some plants invade areas in harmful ways, driving out native species that are essential to healthy, diverse ecosystems. In Indianapolis, one major culprit hides behind a guise of sweet-smelling innocence: Amur honeysuckle.

Back in the 1950s, the flower-and-berry-covered shrub was introduced throughout Midwestern urban areas, promoted by the USDA Soil Conservation Service (now known as the Natural Resources Conservation Service) as a beneficial plant that would grow quickly, help stabilize soil, and reduce erosion.

“But it turns out that it spreads too quickly,” Dolan explains. “It got out of control. And it creates a monoculture of one species that blocks out native plants that are more valuable in the landscape from an ecological perspective.”

When city leaders recognized the invasive nature of the honeysuckle, several organizations started removing the shrubs on a large scale. Dolan retired from Butler last year, but she has continued her decades-long study of this species and the ongoing efforts to eliminate it from areas around the city. Most recently, she received a $7,500 grant from the Virginia B. Fairbanks Art & Nature Park at Newfields to assess the progress of ecological restoration that began there in the early 2000s.

Dolan first started research at the Art & Nature Park in 2002, when she was hired by Indy Greenways to inventory vegetation near what is now the Central Canal Towpath. Then in 2004, as the Indianapolis Museum of Art was taking over the Art & Nature Park, Dolan worked with Butler Biological Science Professor Travis Ryan, Herbarium Assistant Marcia Moore, and Biological Science Professor Carmen Salsbury to conduct additional vegetation and wildlife surveys in the area. Now, Dolan and Moore are going back to see what’s changed.

To do this, the researchers will tally and analyze the plant species along five transects—or linear sections of land—that were examined in the original study. Dolan will compare the findings with data gathered in 2004, assessing what has changed in the quality of the habitat as a result of restoration efforts.

She hopes to determine whether the honeysuckle removal has been successful: Is the plant gone, or are there still traces that could grow back? And if it has been eliminated, what’s replacing it? Are desirable native species coming in strong, or has it just been replaced by another kind of invader?

When invasive plant species take over an area, Dolan says it affects everything living there. For example, the honeysuckle makes nesting more difficult for Indy’s native birds, and its berries aren’t healthy to eat.

“It’s like fruit candy for the birds,” she explains, “whereas our native shrubs, like spicebush, produce berries that are high in oils—a better energy source for birds that are going to migrate back south in the winter.”

The honeysuckle also drives away pollinator insects that specialize in native plants.

“When the native plants go—the spring wildflowers and the native shrubs—then those specialist insects lose their hosts,” Dolan says. “It cascades down, and then the birds that would eat the insects don’t come to the area. And it continues on.”

Invasive plants disrupt habitats in ways that threaten ecological resilience. This can lead to problems such as flooding or erosion. Contrary to what people thought when Amur honeysuckle was first introduced, the plants don’t stabilize the soil at all. Their roots are too shallow, and their leaves block a lot of sunlight from getting to the soil. This, combined with chemicals released from the honeysuckle’s leaves and roots, prevents many native plants from growing.

So, are efforts to remove the honeysuckle working?

Dolan has yet to analyze data from Newfields—that report will be finished by the end of 2019. But she has been conducting similar research over the last five years in areas along Indy’s Fall Creek, where the nonprofit group Keep Indianapolis Beautiful had organized a community project to remove the honeysuckle invading there.

According to Dolan’s findings, the richness of the area’s plant life has more than doubled since 2012, mostly with native species. While overall habitat quality has shown some improvement, seeds brought in by wind and animals introduced eight new invasive plants.  Early detection of these invasives will make controlling them easier, and she will continue monitoring the area.

At Newfields, junior Butler Biology major Torey Kazeck had the chance to help collect data over three weeks at the end of the summer. As she plans to pursue a PhD after graduating, she was excited to gain more hands-on experience in the field.

“I hope this work helps the community see what invasive species do, and why we should remove them,” Kazeck says.

Few similar studies existed before Dolan’s surveillance of honeysuckle removal, especially near urban waterways, despite evidence of the harmful impacts invasive shrubs can have in these environments. Because soil health along rivers and streams can impact water quality, Dolan—who was on the Ecology Committee for Reconnecting to Our Waterways—saw the importance of documenting the restoration process. 

During much of her time at Butler, Dolan focused on traveling to rural areas to study rare plants. But when she started seeing the value of looking at what was in her own backyard, she got more involved with urban flora research.

She says more urban communities are starting to see how protecting local ecosystems can help defend against climate change effects. While Indianapolis doesn’t deal with more obvious problems like sea level rise, the city does have issues with flooding, erosion, and heat. Establishing more green spaces in urban areas can reduce these threats, Dolan says, but that will only work if the plants filling those spaces can get along with one another.

 

Media Contact:
Katie Grieze
News Content Manager
kgrieze@butler.edu
260-307-3403

 

Community Partnerships

Through collaboration and strong partnerships, Butler Beyond will unleash the potential of our brilliant faculty and students on the complex issues facing our community. Support for this pillar will expand Butler’s reach and roots in the Indianapolis community and beyond by cultivating deeper integration with local organizations and businesses, increasing experiential learning opportunities for students, nurturing new ventures, and more. Learn more, make a gift, and read other stories like this one at beyond.butler.edu.

Researchers in woods
Experiential Learning

Fighting Indy’s Honeysuckle Invasion

Rebecca Dolan’s research follows progress of removing invasive plants from local ecosystems.

Sep 11 2019 Read more
Hopkins is studying which aspects of music education curricula proved most helpful for preparing students to face the realities of the field.
Experiential Learning

Are Music Education Grads Ready for Reality?

BY Katie Grieze

PUBLISHED ON Jul 15 2019

During her last two years at a small high school in Villa Grove, Illinois, Abigail Hopkins rarely went to class.

But that was okay. Her teachers knew where she was.

Hopkins had stepped in to help when the music program at her school faced budget cuts. The general music teacher there, who had to take over band, choir, and other music classes at all levels of the K-12 school, didn’t know how to play any band instruments. Hopkins was a star in the band room and had been playing violin for years, so the teacher asked her to help out as a Teaching Assistant during the hour she was scheduled for band class each day.

One hour snowballed into five. Hopkins got caught up sautering sousaphones and meeting with music shops, and she eventually became known as the school’s unpaid band director. She had an office and everything.

“If I didn’t have to be in the classroom, I was in the band room,” she says.

Beyond repairing instruments, Hopkins sometimes conducted rehearsals for the junior high ensembles or helped coordinate concerts. She loved helping, but she worried what might happen when she graduated. Through researching for a paper in her high school English class, she learned the situation wasn’t unique.

Now a rising sophomore at Butler University, Hopkins hasn’t let it go. The Violin Performance major would love to be a full-time performer, but she says she knows she’ll probably end up teaching. She wants to be ready.

That’s why she took on a project through this year’s Butler Summer Institute (BSI), a program allowing students to stay on campus for two months in pursuit of significant research questions. Through interviews with recent graduates of music education programs at several Indiana universities, Hopkins is studying which aspects of the curricula proved most helpful for preparing students to face the realities of the field, along with which areas might have been neglected.

“My overall goal is to prolong the life of music education,” she says. “Because, sadly, it’s the first thing to be cut when there’s some sort of budget crisis.”

The project’s interviewees all have between one and five years of professional teaching experience, and they all come from undergraduate music education programs at Butler, Indiana University, Ball State University, or Indiana State University.

Hopkins hopes her findings will inform recommendations for schools to incorporate a wider variety of classes into each music concentration, better preparing graduates to take on what might be expected of them when funding gets cut.

So far, Hopkins has confirmed conversations with 10 recent graduates. Beyond questions about their college programs, she’s asking if the things they’re doing in their jobs today align with what they expected when they pursued careers in music education. She hopes she can make their feedback available for incoming students, who still have time to adapt their studies accordingly.

After completing the interviews, Hopkins and faculty mentor Dr. Becky Marsh will code the answers to find common themes. When the nine-week program ends on July 19, Hopkins will present her findings as a poster. She says the results can apply beyond Indiana, however, and she hopes to share the conclusions at music education conferences across the country.

 

Media Contact:
Katie Grieze
News Content Manager
kgrieze@butler.edu
260-307-3403 (cell)

 

Student Access and Success

At the heart of Butler Beyond is a desire to increase student access and success, putting a Butler education within reach of all who desire to pursue it. With a focus on enhancing the overall student experience that is foundational to a Butler education, gifts to this pillar will grow student scholarships, elevate student support services, expand experiential learning opportunities, and more. Learn more, make a gift, and read other stories like this one at beyond.butler.edu.

Hopkins is studying which aspects of music education curricula proved most helpful for preparing students to face the realities of the field.
Experiential Learning

Are Music Education Grads Ready for Reality?

Butler student interviews recent Indiana grads for Butler Summer Institute project.

Jul 15 2019 Read more
The Tropical Field Biology Coral Reef program has changed since 1969, but its purpose stays the same.
Experiential Learning

Butler’s Oldest Study Abroad Trip Watches Climate Change Through Coral

BY Rachel Stern

PUBLISHED ON Jun 27 2019

Back in 1969, they met at Butler University, loaded up five cars with camping gear, and were off to the Florida Keys for the inaugural Tropical Field Biology Coral Reef study abroad trip. Nearly everyone took a turn at the wheel—including students and the chairs of the Chemistry and Zoology Departments at the time—and they made it to Cordele, Georgia, the first night. Then, on to the Keys.

Before hitting the road, the students learned how to snorkel in the old Hinkle Fieldhouse pool, where Professor Emeritus of Biology James Berry transformed from Biology Professor to underwater guru. The week-long trip cost students about $45 that first year. They cooked their own meals. They shared one shower. They pitched their own tents.

Berry says he was inspired to start the trip when a student revealed he had never been south of Bloomington, Indiana.

“We wanted to show these students what the rest of the world looked like,” says Berry.

Fifty years later, the Tropical Field Biology trip is Butler’s longest-running study abroad program. Though the backdrop has changed—the class has gone to the Florida Keys, then Pigeon Key, then Jamaica, now Belize—the original reason for packing up those cars has not. The trip gives students a chance to see everything they learn about in a classroom up close.

Oh, that fish we read about in the textbook back in Indianapolis, it is swimming right next to me, and now I have to identify it and explain that it is important to this ecosystem because...

The study abroad trip has also morphed into a 50-year study, of sorts, on the effects of climate change.

“Back in the 1970s, we weren’t thinking much about global warming,” says Dave Daniell, who was part of the original trip in 1969 and is now Professor Emeritus of Biology. “We certainly heard about the possibility back then, but it was a relatively new concept. We were starting to chart out areas of the world that it might effect. As the years went on, it became clear that you could really see the effects on corals, as they were sensitive to a few degrees in temperature change. This trip, then, became a way to observe how corals were changing over time, year after year.”

Students are no longer paying $45 to go to Belize. They are not driving themselves. They are not cooking their own meals, pitching their own tents, or sharing a single shower. But the impact of the trip has not changed a bit since 1969.

In fact, because the effects of climate change have become increasingly apparent and detrimental with each passing year, the impact of the trip has only become more immediate and intense, says senior Matt Warren, who went on the trip this spring.

“The fragility of the ecosystem becomes so clear when it is right in front of you,” Warren says. “Let’s say we are only seeing 20 percent of it, because the other 80 percent has been damaged. What will the next generation see 10, 15, 20 years down the line? Will we even have this ecosystem anymore? And if so, what will it look like? When you are in Belize learning about everything this ecosystem does and impacts, it becomes impossible to not start wondering about all the things we are doing to ruin it, but then start thinking, how can we make positive change?

 

Underwater tests

Since 1997, the class has been visiting Ambergris Caye, Belize, home to the world’s second-longest barrier reef. The Butler group stays at the Belize Marine Tropical Research and Education Center, where the staff serve as hosts, providing the boats and leading the group to different reefs.

A typical day starts around 9:00 AM with breakfast, then a boat ride to the day’s snorkeling location. The class usually snorkels for about two hours before a lunch break. Then, it’s on to the next snorkeling spot. The goal is to snorkel in as many different ecosystems as possible. After a few more hours under the water, it’s back to the house for dinner and lectures until around 8:30 PM.

Shelley Etnier, Associate Professor of Biology, has been leading the trip since 2003. A lot of the learning happens before, during, and after the trip, she explains.

“We ask our students to learn more than 200 organisms before we even arrive in Belize,” Etnier says. “We have exams at Butler before we leave, lectures on the boat once we are there, exams underwater on slates with a mask and snorkel on while swimming, an exam at the airport. We write up every organism we see when we get back from snorkeling. If you go and snorkel for five hours and don’t know anything, you just think you saw a bunch of cool fish. But we know all of the fish, the algae, the coral, and invertebrates, and as a result, we become much more invested.”

Beyond biology, the course discusses what has shaped Belize, the ecotourism industry, the challenges the country is facing, the government, and what life in Belize is like.

All of this helps the students understand the social, cultural, political, and economic forces that influence the health of marine ecosystems. And it helps paint a full picture of how what they are seeing in the water every day has an impact on the entire country.

 

Drastic changes over the years

Etnier used to send out the same packing list to her students year after year. Historically, the weather in Belize was very predictable: Always leave the raincoat at home. Now, Etnier says, she makes sure students are ready for the elements.

“We never used to see cool, rainy weather before,” Etnier says. “But now, things aren’t as predictable as they were before. That is all associated with climate change.”

The trip’s location hopping wasn’t without reason, either. The effects of climate change had left them with less to study while snorkeling. In some places, hurricanes damaged the reefs, but the most common occurrence has been coral bleaching.

When temperatures get too hot, corals get stressed, causing them to spit out algae inside of them, which makes them lose their color and turn white. Corals can recover from a temporary stressor. But if the stressor is consistent, corals become weak and will not recover.

“Belize definitely doesn’t look like what it did in 2003,” Etnier says. “It is not as pristine. The country has done a great job protecting their reefs, but we still see major differences.”

Since 2013, the group has also seen an increase in floating algae. With a very rough, almost sandpapery texture, floating algae used to pop up here and there—maybe a piece or two. Now, Etnier says, it is everywhere. Giant tennis-court-size pieces of it, about six inches deep. The people of Belize need bulldozers to scrape it off the beaches.

Sam Ross, a senior at Butler, has always loved animals. He grew up watching The Crocodile Hunter and knew he wanted to get involved in biology and study animals in college.

But after taking Tropical Field Biology and going to Belize this past spring, everything changed for him.

“It made me really sad to come face to face with the reality that we continue to do things every day, even with the knowledge that what we are doing is incredibly damaging,” says Ross, a Biology major. “One might think a couple-degree change in temperature isn’t a big deal. But when we see the impact on the life in the ocean, it is a huge deal. And when we learn about everything that impacts an entire country’s way of life, you start to look at things differently.”

Ross still wants to study animals, but he now wants his research to be more impactful. Instead of just looking at snakes, for example, he wants to go to graduate school, get his doctorate in ecology, and teach at the college level. He wants to look at entire ecosystems, not just one species, and study how humans affect their lives and their existence.

“This course and experience made me really take a step back and look at the broader picture,” he says. “I might have known I always loved animals, but I never thought about the bigger picture and how everything is connected. Everything impacts everything else, and we need to take ownership and make change because no one else will.”

The Tropical Field Biology Coral Reef program has changed since 1969, but its purpose stays the same.
Experiential Learning

Butler’s Oldest Study Abroad Trip Watches Climate Change Through Coral

The Tropical Field Biology Coral Reef program has changed since 1969, but its purpose stays the same.

Jun 27 2019 Read more
A student speaks at Be Me BU: Unscripted
Experiential Learning

‘Every time I tell my story, I get a little bit of myself back’: Butler Community Shares Stories of Triumph

BY Marc D. Allan MFA ’18

PUBLISHED ON Apr 30 2019

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

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

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

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

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

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

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

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

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

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

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

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

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

Then there was Lindsey Schuler.

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

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

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

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

A student speaks at Be Me BU: Unscripted
Experiential Learning

‘Every time I tell my story, I get a little bit of myself back’: Butler Community Shares Stories of Triumph

Be Me BU: Unscripted is a TED Talk-like program put on by a Perspectives in Leadership class.

Apr 30 2019 Read more
Research Lab Participants

Exploring the Unanswered

Rachel Stern

from Spring 2019

 

 

In the depths of Gallahue Hall, 14 Butler University undergrads work to make the vaccines for a leading cause of infant mortality worldwide actually effective. But first, with the Backstreet Boys harmonizing about wanting it that way in the background, they need some really good ice.

The students are studying strains of RSV, or respiratory syncytial virus, for which there is no vaccine. There certainly are people looking for one, Assistant Professor of Biology Chris Stobart, also known as ‘Doc’ in this lab, explains. Lots of people. Major research universities and pharmaceutical companies alike are working to bring the first RSV vaccine to market. For them, Stobart says, the keys are to make sure their vaccine candidate is safe and effective. But these researchers are overlooking a major issue. Enter— Butler University.

RSV breaks down even at refrigeration temperature. That matters because the vaccines needed for infants require a live virus. Those chasing an RSV vaccine, Stobart explains, are so caught up with being first, they aren’t so focused on making sure it will actually last once it leaves the factory.

“Everyone has their eyes on the prize—the vaccine,” Stobart says. “But the key question that underlies how vaccines work is being ignored. They have to be stable, safe, and immunogenic. You need all three things to make a vaccine work. Without the answers coming from our lab, you only have two elements.”

So, here we are, back to the ice, back to the basement in Gallahue, and back to the Backstreet Boys. The thing everyone is overlooking is this whole temperature thing.

And Stobart would know. He was one of the overlookers. ‘Doc’ used to be in the business of finding vaccines. That’s how he realized such an important question was being ignored. As a postdoctoral research fellow at Emory University, he was on the hunt for an RSV vaccine. While doing that research, he realized that no one was worrying about whether or not that vaccine would actually last more than a day. So, he started going against the grain and decided to use a different strain of RSV for his vaccine. He got lucky, he says, and the strain he chose ended up being more stable than the strain that everyone else is using. His vaccine, which should enter clinical trials next year, would last longer than the vaccines being developed by most other research labs.

Now, he and his army of Butler undergrads are digging deeper into the very questions Stobart stumbled upon: What makes some RSV strains more resistant than others, and what strain of RSV would make it least susceptible to temperature variations?

This is the work of the Stobart Lab. But it is hardly just a place where major scientific questions are being answered. MCAT prep happens here. Trivia nights happen here. Ideas for other research projects happen here—five experiments are taking place right now. And, on occasion, naps take place here, thanks to a new couch on loan from a student’s family. First-year students through seniors mill in and out of the lab in the basement of Gallahue Hall on any given day or night. Just ask Jenna Nosek ’20, who storms in on a recent Tuesday afternoon.

“I have spent 19 hours in here the past few days: don’t test me, Sean [a fellow lab mate],” she jokes, and with that, she is out, the two lab mates laughing, as she makes her way out the door.

“I have told her to back off on the hours,” Stobart says. “But she is the expert in the lab right now on HPMV, another human respiratory virus we are researching. On her own, she brought this virus to Butler to study. She is essentially teaching us all, myself included, how this virus works and behaves.”

But at its core, this is research at Butler. Undergrads and faculty members teaming up to come up with, and then explore, the unanswered, overlooked questions that are vital to their field of study, but go ignored at larger, more research-focused institutions—where there is constant pressure to publish on hot topics, but not necessarily on the more nuanced, just as vital, questions.

“The primary goal of our research at Butler is to provide an environment for our undergrads to understand what science is, how it’s performed, and how it’s used in our world. We use science and research as a teaching tool,” Stobart says. “But the second goal, which is no less important, is to provide answers to the scientific community that still move the community forward. They don’t have to all be big answers, but they have to be answers nonetheless.”


 

Student working in the labFor Kate Morris, it’s really simple. Higher education boils down to two things: teaching, and the production of new knowledge. The way to produce new knowledge, according to Morris, Butler’s Provost since 2012, is through research. And not just the traditional type of research that most people envision when they hear the word. It goes beyond beakers, test tubes, and chemicals. Research might be in a lab, of course, but it also takes the form of writing, literary analysis, anything that produces new information.

“The way I think about it is if we aren’t doing research, we aren’t doing our jobs as teachers,” Morris says. “Research is the production of new information that will be taught in tomorrow’s classrooms. We are always looking for faculty who are active scholars, furthering their disciplines, and who are furthering their disciplines while also teaching their undergrad students how to do that.”

But what makes Butler unique, she says, is the way it tackles each of these goals. At larger institutions, faculty tend to prioritize knowledge production, and teaching lags behind. Research is done with grad students, and it’s not a form of teaching, but rather a way to get recognition in major journals and move up within the institution and, subsequently, the field. Undergrads rarely get the opportunity to put their stamp on the project, she says.

At smaller institutions, Morris says, undergrads act like grad students. They have the chance to develop their own projects. But it’s much more than just a small school versus large school thing. Butler is unique in its offerings, she says.

While Stobart’s lab might be one of the largest on campus, it’s hardly the only research cooking.

Tara Lineweaver, Professor of Psychology, started a project in 2014 that looks at music’s impact on dementia patients. Since its inception, 156 students across all disciplines have been involved.

Assistant Professor of Entertainment Media and Journalism Ryan Rogers started a Sports Media Research Group in fall 2018, along with Associate Professor of Entertainment Media and Journalism Lee Farquhar.

The point, Rogers says, was to look deeper into different facets of sports media. The group published a paper on the impact of sponsors on esports, and recently presented their findings in Las Vegas at the annual Broadcast Education Association convention.

And sometimes the researchers extend beyond the Butler campus. Butler senior Political Science and Criminology major Julio Trujillo ’19 is working on a research project with Political Science Professor Siobhan McEvoy-Levy and three high school students from the Butler-Tarkington community. The crew got together as part of Butler’s Desmond Tutu Peace Lab, which McEvoy-Levy directs, and the Lab’s dedication to undergrad research and dialogue. They’re studying perceptions of career barriers according to minority youth.

Then there’s the telescope. Since 2008, Professor of Physics and Astronomy Brian Murphy has teamed up with Professor of Physics and Astronomy Xianming Han to produce 65 journal publications. And 29 of those have student co-authors. Topics of study range from the short- and long-term behavior of astronomical phenomena, to the rotation periods of asteroids, to the pulsating variables of stars, to the eclipsing variables of stars. All of the scholarship was made possible by a gift in 2008 from Frank Levinson ’75 which enabled Butler to join the Southeastern Association for Research in Astronomy. Since then, Murphy says, research involvement in astronomy has ballooned.

“In today’s world, coursework may give you the knowledge you need for a career, but coursework alone will only get you so far,” Murphy says. “Research gives those intangibles. It can be described as flying by the seat of your pants, not knowing what is around the next corner. And for that matter, trying to figure out how to get around the next corner. The problem-solving skills learned from doing original research can be transferred to any field.”

Look no further than Murphy’s former student, Katie Hannigan ’08. The former Theatre major got involved at the Holcomb Observatory on some projects and, Murphy says, gleaned different skills, like speaking in front of crowds, and presenting complex information, like research.

Hannigan is now a standup comedian, and recently performed on The Late Show with Stephen Colbert. (Read Hannigan’s story on Page 6.)


 

Stobart supervises students in the labMarisa Miller ’19 understands firsthand why research matters.

She has no memory of the details—she was just three months old—but her mom reminds her often. It started as a cough in the middle of the night. But, quickly escalated, and soon she was struggling to breathe.

Miller ended up in a hospital for a week, diagnosed with RSV. She was quarantined to a tent within the hospital for three days. After those first few days, her parents were allowed to hold her, but they had to put on the same gear a surgeon wears. They were terrified, Miller says, that she wouldn’t make it to her first birthday.

“When I was growing up, it was just something that happened to me that I knew was very bad. But I don’t think I understood how bad it is, and how many people it impacts,” Miller says.

Now, she does. Her Butler roommate is Darby DeFord, one of the students in the Stobart Lab working on the RSV research, and a co-lead author on the paper the group has submitted to the Journal of General Virology.

RSV is the leading cause of hospitalization for children under age 1 in the United States. As Miller explains, it presents itself like the flu, or other common colds, but can be deadly for the elderly or the young. In the United States, RSV leads to more than 2 million outpatient visits, and about 60,000 hospitalizations every year for children under age 5, according to the CDC.

That explains the race for a vaccine. But it doesn’t explain the problems inherent in that race, Stobart says.

As teams all over the world work to be the first to bring a vaccine to market, he explains, to solve a very real clinical need, most are using the same strain of RSV in these vaccine preparations. There are 1,000s of different strains of RSV circulating in nature, and each strain differs subtly. But the focus is just on creating a vaccine, not on all the different strains, how they behave, what makes them different, and which might make the best vaccine candidate, he says.

Enter the Stobart Lab.

They are the first group to thoroughly focus their research on how different strains behave, Stobart says. The group of 10 undergrads who will all be co-authors on the journal paper found that the warmer it gets, the more quickly RSV breaks down. But, they also found that certain strains are more resilient to temperature than others. And the strain that is being used in many vaccine candidates currently is not the best candidate.

The popular strain, A2, used in many vaccine candidates, has a half-life of 17 hours. So after 17 hours, half the virus will be ineffective. The Butler students found that a different strain, A2-line19F, is much more resilient to temperature, and has a half-life of 135 hours.

“We’re talking about something that’s much more effective. And what it suggests is there may be promise for finding an even better platform to use.” Stobart says.


 

Student working in the labRusty Jones cannot decide where to begin. There are so many different options.

Jones is the Faculty Director of the Center for High Achievement and Scholarly Engagement (CHASE) at Butler. His office oversees many of the different options for undergrads to get involved in research at Butler. And Jones cannot decide where to begin.

There’s the Undergraduate Research Conference (URC). It’s one of the largest and longest running undergraduate research conferences in the country, and Butler has played host for 31 years. Faculty serve as moderators, but it’s undergrad-focused, as well as interdisciplinary. Students from across the country flock to Indianapolis to present, Jones says.

Then there’s the Butler Summer Institute.

Students get a $4,500 stipend to work on a research project for nine weeks during the summer. The projects are guided by a faculty member, but the ideas are student-driven. It’s a competitive process, as a committee of faculty members select up to 30 participants from all the student applicants.

New this year, Jones explains, is the CHASE Scholars program. It is, essentially, the Butler Summer Institute, but the research occurs during the academic year. The program funds four participants across campus.

It’s nearly impossible to say how many students participate in research at Butler, Jones says, because not all do it through one of these programs. There are plenty of students who get involved in a more informal manner with one of their professors. But, he says, it’s safe to say the majority of students across all disciplines participate at some point during their college experience.

“The biggest thing about our programs is everyone has a faculty member working closely with them, as students dive into topics they are passionate about,” Jones says. “The strength of Butler comes from the opportunities students get to forge one-on-one working relationships with faculty, and that faculty are willing to take this on because they know how valuable it is to the educational experience.”


 

Coming into Butler as a first-year student, Darby DeFord ’19 had no idea what research even was. Now, as a senior, she is the first co-author on the RSV paper.

The senior Biology and Chemistry major has worked in the Stobart Lab since she was a sophomore. Since then, she has presented on the team’s findings at several conferences, including the Butler URC, and in Maryland at the American Society for Virology Annual Meeting.

Next year, she will work in a lab at Washington University in St. Louis studying RSV. Looking at stability. And after that? She plans to pursue her MD/PhD.

“Dr. Stobart connected me with the person I will be working for at Wash U. I was starting to look for jobs and I texted him for some help, and by the next day he’d sent my name to a bunch of his contacts. Within a few days, I was connected with Wash U,” DeFord says. “That’s Dr. Stobart. He’s so much more than just a professor. He’s a mentor, he’s someone who’s willing to help us with anything we need.”

Juniors Sean Callahan and Ben Nick have the MCAT in five weeks. On a recent Tuesday afternoon, as they run an experiment under the watchful eye of ‘Doc,’ they ask him for help with the reading comprehension section. Callahan is not too keen on that section.

The lab consists of a mix of seniors, juniors, sophomores, and first-year students. Some want to go to med school, some want to be dentists, some optometrists, some PhD tracks. But there is one common thread: most had no plans of getting involved in research before coming to Butler.

“I always thought I wanted to be a doctor,” explains Jenna Nosek, a junior Biology and Classical Studies major with a Chemistry minor. “Everyone comes to college with the same jobs in mind. But then, research opened my eyes to all the different opportunities available to me, and all the different things you can learn about. I realized you can study the most random things and that can be your life’s work. It can be your job to study something that you are really interested in, that is really impactful, and you can enjoy it more than a job. Research has been eye-opening.”

Nosek first met Stobart when she had him as a professor in her first semester genetics course. He told her to interview for his lab. So she went home for fall break, thought about it, and talked it over with some cousins.

They told her she would never get into a research lab. She was just an undergrad. Those spots were reserved for grad students, they told her.

Nosek interviewed anyway.

She was shocked when she got in, she says. Now she is an author on two papers, is regularly in the lab at 3:00 AM, has presented the findings at conferences in Maryland and Minnesota, and worked in a research lab last summer at the University of Pittsburgh Medical Center. She was just accepted to a biomedical summer research program at Harvard University.

Oh, and she no longer wants to be a doctor.

“I realized you can be a professor and do research,” Nosek says. “There are so many different things you can study that aren’t explained to you until you get to school, get into the lab, and see these things firsthand, and that’s exactly what happened to me. Now I realize I can do what I enjoy every single day as a profession.”

Which sounds eerily similar to what got everyone in this basement in the first place. You know, the place with the ice, and, yes, those Backstreet Boys.

You see, ‘Doc’ was all set to be a, well, doctor. He was on the pre-med path, but then decided he wanted to teach and research. That is why he left his RSV vaccine candidate, and instead decided to answer those unanswered, overlooked questions he realized were being ignored. So now he is surrounded by undergrads who call him ‘Doc,’ and ask him mid-experiment what is more filling, McDonalds or Taco Bell.

“When I left Emory, I knew I wanted to pursue a career that involved both teaching and research,” Stobart says. “I always intended to be pre-med, but then I decided teaching was important to me. Butler fits the mold of a school I wanted because it has a research system that is amenable to undergrad research. I can’t do the stuff that is high-end, detailed research, because undergrads come in and don’t have the skills yet. They are new. They don’t have the science background yet. But I knew I wanted a system that would involve simple experimental assays, but still would have the impact and make meaningful contributions to the scientific community while teaching important lessons. I think we are doing that here.”

Research Lab Participants
Experiential Learning

Exploring the Unanswered

Undergrads work to make the vaccine for a leading cause of infant mortality worldwide actually effective.

by Rachel Stern

from Spring 2019

Read more
Students with Professor Panos Linos

Developing for the Community

Marc D. Allan, MFA ’18

from Spring 2019

The Christian Healthcare Providers Organization needed an app to compile medical records from its mission trips to the Dominican Republic. Sycamore Services wanted a video game to help children with autism become more social. WFYI asked for a cataloging system that allowed the station to track videos it shot.

They all turned to EPICS, the Butler University Computer Science and Software Engineering class in which students work with local non-profit organizations to solve their computer software and information technology needs.

“I’m a strong believer that the value of software engineering education comes from relating it to real life,” says Computer Science and Software Engineering Professor Panos Linos, who was recruited to Butler in 2000 to help create the first software-engineering undergraduate degree program in Indiana. “If you want to get a degree in software engineering, you have to be exposed to real-life scenarios. EPICS is a great platform to give our students the opportunity to take all the skills they learned in our software engineering courses and use them in a real project with a real customer that is actively interested and has a concrete issue to deal with.”

In a typical EPICS class—the acronym stands for Engineering Projects in Community Service—upwards of 20 students gain experience and expertise not only in developing software but in working as a team, dealing directly with clients, and doing projects that make a difference. The students, who come to the class from all majors, typically work in groups of three to five, with Linos serving as coach/advisor. (More information is at epics.butler.edu.)

At the end of each semester, the students present their work to their peers and clients, explaining what they were asked to do and what they had been able to achieve. Some projects go on for years as different groups of EPICS students create and refine the work.

The Christian Health Providers Organization (CHPO) app has been an EPICS project for more than three years. The group, which works out of Butler’s College of Pharmacy and Health Sciences, goes on an annual mission trip each May to offer medical services in the Dominican Republic. It needed a better way to compile and keep medical records as patients go through the clinic from check-in to examination to the pharmacy, and through community outreach.

“It’s very easy for anything that’s paper to get lost or confused,” says Butler senior Emily Lawson, president of CHPO. “There’s so many things that can go wrong with paper. And we don’t have the advantage of storing patient data over the course of years.”

The Electronic Medical Records (EMR) app the EPICS students built enables the mission students and doctors to avoid having to keep track of paper. With a few taps on an iPad, they can track the patients’ history as well as their medications and doses.

“The fill-in-the-blanks makes it so much easier,” Lawson says. “And it’s all standardized.”

A three-member EPICS team worked to refine the app during the fall 2018 semester. Ryan Perkins ’20, Ugo Udeogu ’18, and Cisco Scaramuzza ’18 said they spent the first six to eight weeks of the course learning the technology they needed.

“It’s a fairly hefty piece of software,” Perkins says, “and yet we’re coming into it with rudimentary knowledge of app development. That was one of the struggles we ran into, but it was a good challenge to help us in the industry.”

“Having a project that’s been worked on for three and a half years, it’s like having experience in the real world,” Udeogu says. “In the real world, a lot of things are already written. So, on the job you have to learn the application, learn the language, and then implement the new functionalities.”

EPICS alumni say the course has been invaluable. Chris Hoffman ’04, who was in one of the earliest EPICS classes and is now an engineer with Raytheon, says what he learned in EPICS helped in his career. Hoffman worked on a project that helped Butler’s annual Undergraduate Research Conference create a database to help register participants and track the submission of information connected with their projects.

He says EPICS replicates a working environment more accurately than any classroom project.

“We learned pretty quickly that dealing with a customer is not necessarily straightforward,” he says. “Even though our customer was a group of college professors, they were treating it like a project that they were invested in and not like a classroom project. Dealing with the customer was very realistic. “

Sean Gibbens ’15, now a software engineer for Emplify, a startup in Fishers, Indiana, was part of a team that worked on an accessibility app to help students at the Indiana School for the Blind and Visually Impaired navigate the campus. During his senior year, he led an EPICS team that worked to revamp the website of The Social of Greenwood, a provider of programs and activities for those in the community who are over 50.

“When I got into the professional working world, I was really thankful for being exposed to that early on in EPICS,” Gibbens says.

Now he helps EPICS by being among a group of 15–20 alumni who serve as consultants to the program.

Panos Linos talks with studentsGibbens says Linos recognized that many of the EPICS projects were something a professional software developer would take on—and that could be daunting for students. So having consultants— people actually in the field—was a good idea.

“It’s a good opportunity for me to teach what I’m actually using every day at work, and it’s definitely good for the students to get a taste of a professional project while being guided by someone who is working full-time on similar technologies,” he says.

In creating EPICS, Linos was ahead of the curve not only in giving students professional experience but in community service. EPICS predates the Indianapolis Community Requirement, which mandates that all Butler students take one course in any part of the University that involves active engagement with the Indianapolis community.

“We did what we felt was a win-win scenario for everybody,” says Linos, whose innovative program was rewarded with a $35,000 endowment gift from the Sallie Mae Fund in 2003 for its potential to attract female and other minority students to Butler.

Chris Bowman, the Internet Projects Manager for WFYI public radio and television in Indianapolis, would agree with that. In 2009, Richard Miles ’91, then WFYI’s Vice President of Audio Services and TV Programming, told him about EPICS and wondered if they could work with the students to develop a cataloging system to track what videos were being shot on tapes, on what days, and where they could be found at the station.

That was a four-plus semester project for EPICS.

In 2013, Bowman again worked with an EPICS team, this time to improve the search algorithm for WFYI.org, their main website.

“It’s been an excellent learning experience to be able to interact with people developing managerial skills and communication skills, and it’s been rewarding to offer mentorship opportunities at times,” Bowman says. “And being a non-profit, WFYI appreciates that schools offer these kinds of programs. A lot of times, we don’t have the monetary resources that a commercial entity would either to hire staff or pay outside vendors. So having this kind of resource is just invaluable.”

Students with Professor Panos Linos
Experiential Learning

Developing for the Community

  

by Marc D. Allan, MFA ’18

from Spring 2019

Read more
Experiential Learning

Advancing the Field: Highlights of the 2019 Undergraduate Research Conference

BY Rachel Stern

PUBLISHED ON Apr 11 2019

Lillian Southern ‘19 was 12 when her brother, Jack, was born with mitochondrial disease. He couldn’t walk, talk, sit up, and later, lost the ability to eat on his own.

Southern quickly became interested in helping him. She was intrigued by the therapy he received. When Jack died in 2012 at the age of 4, Southern decided she wanted to spend her life helping children just like him.

And now, her first research paper might do just that. Inspired by Jack, Southern spent the last year-and-a-half exploring how hearing impairment, as well as disability, in babies impacts interactions between parents and children. The paper, Parent Interaction Between an Infant with a Cochlear Implant and Additional Disabilities: How Interaction is Affected Due to Stress and Difficulty of Communication, was one of four winners in the Competitive Paper division of the Undergraduate Research Conference.

The URC, which takes place for the 31st time April 12 at Butler University, added a Competitive Paper division two years ago to give students experience submitting papers to outside faculty reviewers—the same process, essentially, that happens when professors, for example, submit a paper to a journal in hopes of publishing their research. That panel of reviewers then picked four winning papers from 36 entries. Southern was one of the winners.

In the fall, the Communication Sciences and Disorders major and Special Education minor, will attend graduate school at Indiana University to study Speech Pathology. But in the meantime, she hopes her first research project will help advance the field.

“Research is like an exciting mystery, where you go from having these questions, to actually having an answer,” she says. “But the most powerful thing is, especially in my field, all therapy practices that help kids are based on research people have done. Without having access to questions and answers, you cannot move forward and discover new ways to help people.”

As Southern’s research progressed, the answers did not line up with what she originally thought. She hypothesized that the addition of a disability to a child with hearing impairment would have a major impact on parent-child interactions. She assumed there would be cascading effects of stress, for example. However, the results showed that the addition of a disability didn’t affect interactions as much as other environmental factors, such as education and financial resources.

Tonya Bergeson-Dana, Assistant Professor of Communication Sciences and Disorders at Butler, worked with Southern on the project. Bergeson-Dana, who has published on this topic before, says Southern’s findings can help get these families the appropriate resources they need to develop child language.

This relevancy was what struck Tracey Quigley Holden, Assistant Professor of Communication at the University of Delaware. Quigley Holden was one of 13 faculty reviewers who looked at the 36 papers that were submitted to the URC’s competitive paper division. Four were selected as winners by the reviewers.

If she’s honest, Quigley Holden wasn’t all that excited to be asked at first. She loves research, but the process of reviewing papers is extremely time consuming. Then she jumped in and was elated.

“These students were really doing work that was innovative and pushing the envelope,” she says. “They were taking on topics that we wouldn’t have touched when I was an undergrad. There was such a range of topics, from race, to class, to politics, there was such a wide range. Students were looking at some of the topics that we are most challenged by in public discourse and society today, not just the confines of academia.”

Quigley Holden, who studies military dissent, has served as a reviewer for fellow colleagues in the world of academia. At times, she says, the process can be monotonous. But not this time.

“Our students are thinking about what they are interested in, what they want to find out about, and they are challenging things,” she says. “Their papers reflect how inquisitive and engaged they are in thinking about the world that they live in and how it works and what they need to know to help them identify larger issues and gain more knowledge. The papers I reviewed looked at questions that are of interest to the public.”

______

If you go to the URC, there’s an endless number of presentations to take in. You may want to start with the winners. Here’s a look at the top four competitive papers:

Lillian Southern, Butler University, Parent Interaction Between an Infant with a Cochlear Implant and Additional Disabilities: How Interaction is Affected Due to Stress and Difficulty of Communication, Faculty Sponsor: Tonya Bergeson-Dana

How does the stress from having a child with hearing loss, or another disability, impact the relationship between parent and child? Southern examined exactly that. She looked at pediatric hearing loss, and how that can contribute to maternal and paternal stress. Because of that stress, she wondered, what other cascading effects on parent-child interactions occur?

Stephanie Mithika, Taylor University, The Curse of Nakedness: African Women’s Use of the Naked Body in Resistance Movements, Faculty Sponsor: Nicholas Kerton-Johnson

The female body typically has had many gendered, cultural, and political inscriptions ascribed to it. As a result, society, more often than not, perceives women as lacking in agency, unfit for public affairs, as well as political roles. Mithika though, explored how African women used their bodies to resist patriarchal, classist, capitalist, and oppressive systems through the act of disrobing. Why, she examined, was the sight of a naked African women’s body protesting serve as a powerful tool for social and political change? Mithika explores how women rewrite the script of vulnerability, and in this case, embody resistance, while reclaiming their bodies as political sites of agency and power.

Maggie Kieffer, Butler University, The Avengers: Hegemonic Depictions of Heroism Present in the Working World, Faculty Sponsor: Kristin Swenson

Kieffer digs into the superhero characters in the 2012 film The Avengers to evaluate how American ideals of heroism and patriotism are reflected through the superhero genre. Kieffer looks at Iron Man and Captain America, and analyzes how the film reaffirms hegemonic American heroism fulfilled by individual heroes coming together under a patriotic leader to combat threats to traditional American values.

Jillian Fox, Denison University, Broken Bodies, Evolving Systems: An Evaluation of International Prosecution of Sexual Violence After Genocide, Faculty Sponsor: Taku Suzuki

Using the Nuremburg Trials, the International Criminal Tribunal for the Former Yugoslavia, and the International Criminal Tribunal for Rwanda as case studies, Fox explores the influence of social movements on international humanitarian laws. Essentially, why did prosecutors start to indict individuals for crimes of gender-based violence when they did? Through Fox’s research, it seems that as the world begins to understand the reality of wartime gender-based and sexual violence, coupled with efforts by feminist organizations to raise global consciousness, then humanitarian law adapts to ensure justice prevails regardless of historical precedent.

Experiential Learning

Advancing the Field: Highlights of the 2019 Undergraduate Research Conference

Familiarize yourself with the winners of the Undergraduate Research Conference.

Apr 11 2019 Read more
Experiential Learning

Undergraduate Research Conference Goes Beyond Butler

BY Rachel Stern

PUBLISHED ON Apr 10 2019

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

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

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

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

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

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

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

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

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

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

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

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

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

Experiential Learning

Undergraduate Research Conference Goes Beyond Butler

473 total presentations will represent 27 academic disciplines.

Apr 10 2019 Read more
Experiential Learning

Bracket Busting in the Classroom

BY Marc Allan MFA ’18

PUBLISHED ON Mar 27 2019

If you believe the data, there will be no Cinderella winner of this year's NCAA men's and women's basketball tournaments.

Those are the findings of the students in Professor of Pharmacy Practice Chad Knoderer's Bracket Busting class, which focuses on how to use data analytics to make decisions. Knoderer, a Pediatric Pharmacist by training, has been teaching at Butler since 2008—typically in the College of Pharmacy and Health Sciences. But after using some sports-related statistics in his Pharmacy Statistics class and seeing the students' positive reaction to it, he created the Bracket Busting course for Butler's Core Curriculum.

Before the class considered college hoops, they turned to the pros. Early in the semester, the students looked at five years of NBA data to determine where the best places are to shoot from and what kind of shot a player should take (is a catch-and-shoot jumper better than a dribble-drive, pull-up jumper?).

The students were able to see trends over time and better understand why so many NBA teams rely on the three-point shot, as well as shots close to the hoop, from a value standpoint.

Just before spring break, the class turned their attention to March Madness. Knoderer had everyone  predict the top four seeds in each region of the men's bracket. But he gave them data only—no team names attached.

"They just had numbers associated with a team ID," he says. "So Team 956 could have been Duke. It could have been Gonzaga. They didn't necessarily know. They just knew performance data from the season. They knew the type of conference the team came from, but not the actual conference. They had to rank the team just as the selection committee would do."

When the students had ranked teams 1-16, he released the names of each school to go along with the data. Students then could adjust their brackets, if they chose to do so.

In the men’s tournament, most of Knoderer's students chose either Duke University or the University of North Carolina to win it all. (Knoderer picked Gonzaga, though he didn't make his choice strictly through analytics.)

In the women's tournament, the data pointed the students to Notre Dame or the University of Connecticut to cut down the net. (Knoderer picked Baylor, "but not too many were with me," he says.)

"They enjoyed the activity," he says. "A few of them said it was a lot more challenging than they thought—even when they knew which team was which."

After the NCAA unveiled the 2019 bracket, Knoderer assigned his students to predict the outcomes of the first-round games based on data alone. There, the students picked some upsets—"There's been some lean toward St. Mary's over Villanova, and Murray State-Marquette was a game of interest," he says—and learned the difference between choosing with their head versus their heart.

Jaret Rightley, a junior from New Palestine, Indiana, says the class, which combines his passions for statistics and sports, has been a great experience.

“It has changed the way I think about and watch sports, and it has been awesome to see the direct impact that the data actually plays in sports such as basketball and the NCAA tournament,” he says. “I look forward to going to this class each and every day, and I’m excited to see how this class evolves and the role analytics will continue to play in sports moving forward.”

Knoderer says he's also enjoying Bracket Busting, especially because he has an opportunity to teach students he doesn't normally interact with. Most of the students are from outside the College of Pharmacy and Health Sciences.

And he plans to teach the course again this summer—this time using baseball.

Experiential Learning

Bracket Busting in the Classroom

If you believe the data, there will be no Cinderella winner of this year's NCAA basketball tournaments.

Mar 27 2019 Read more
Experiential Learning

Caring for Our Community at the Community Outreach Pharmacy

BY Marc Allan MFA ’18

PUBLISHED ON Mar 13 2019

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

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

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

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

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

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

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

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

*

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

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

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

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

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

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

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

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

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

*

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

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

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

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

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

*

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

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

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

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

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

Experiential Learning

Caring for Our Community at the Community Outreach Pharmacy

Here, Butler Pharmacy students get practical experiences in the field.  

Mar 13 2019 Read more

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