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Campus

Butler Blue IV, next live mascot for Butler, revealed, ready to report to work

BY Rachel Stern

PUBLISHED ON Jan 22 2020

It’s a cold December morning in downtown Indianapolis, and the Fountain Square Animal Clinic is about to open.

A red jeep pulls into the parking lot, and out hops a 14-week-old french bulldog. He trots with his owner into the Clinic. A few more cars pull in. Two cats head inside, followed by a lab mix.

Then, a white Toyota RAV4 pulls right up to the Clinic’s front door, bypassing the whole parking thing. A man and a woman emerge from the car, grab a plastic Bella Storage Solution 67-liter bin, and hurry inside. It’s impossible to see through the bin, as layers of blankets cover the sides.

No one knows it at the time, but about an hour later, it becomes official: The bin is holding the next Butler University live mascot, Butler Blue IV.

That day in December, Butler Blue IV was a six-week-old, five pound, American Kennel Club-Registered English Bulldog puppy in a bin with his two sisters. After full-body x-rays, shots, and a close examination by clinic owner Kurt Phillips ‘92, it was determined that the next live mascot would be this dog. Phillips, who delivered the three siblings on October 30, 2019, was in the room with breeders Jodi and Cameron Madaj, as well as current mascot handler Michael Kaltenmark (who owns Butler Blue III “aka Trip”), and the next live mascot handler, Evan Krauss.

The decision marked the end of a process much longer than a one-hour vet appointment. It was a journey that technically started in December 2018, when Kaltenmark, Krauss, and Phillips determined it would be best for Trip to retire at the end of the 2019-2020 academic year due to his older age and long tenure on the job.

But it also marked the beginning of the next phase of preparations for introducing a new live mascot. Now, about a month later, the puppy who snuck into the clinic in a plastic bin has grown into a 12-week-old, 20 pound dog. He has experienced more of the mascot lifestyle—posing for photo shoots, growing out of two Butler jerseys, and listening to a cranked-up Butler fight song on repeat to simulate a raucous Hinkle Fieldhouse. He’s also been exposed to many different people, taken trips to Home Depot, and grown used to the sound of banging pots and pans.

But Blue has also been adjusting to, well, life. He moved away from his two sisters and mother into his new home at 10 weeks old. He’s learning to go to the bathroom outside, and how to walk on a leash.

Butler Blue IV has lived in near anonymity since he was born in October. But as the new mascot-in-training until he takes over full-time when Trip retires in May, the days of being toted around in secret bins are about to be long gone.

 

How it all began

It was December 2018, and Butler Blue III “aka Trip” had recently turned seven. Kaltenmark and Krauss took him to the vet’s office to see Phillips. Trip was in good health, but Phillips said it would be best if they didn’t push him past his eighth season.

“Trip has been great, and he had no chronic or recurring health issues, but we wanted to make sure we didn’t push him too far,” Phillips says.

In May, Kaltenmark and Krauss sat down and solidified a succession plan. But it didn’t exactly start with talking about Trip and the next dog. Instead, the plan focused on Kaltenmark—the man who has overseen Butler’s live mascot program for 16 years.

 

 

At first, Kaltenmark was excited to start again with Butler Blue IV. But the more he thought about it, the more he realized it might be best for him to take a step back.

“I have been married for 16 years, and I’ve been the mascot handler for 16 years,” he says. “My boys are getting older, and they have schedules that compete with the mascot’s schedule.”

Then there was the kidney diagnosis. Kaltenmark was first told in December 2018 that his kidneys were failing. He needed a transplant. He received one from his brother in early January 2020.

“It just made sense to get out of my own way and hand this on to someone who is extremely prepared and ready for this, and that is Evan,” says Kaltenmark, who still plans to stay very involved in the live mascot program after the 2019-2020 academic year.

Once the team settled on a handler, it was time to start looking for the next dog.

Kaltenmark and Krauss relied on Phillips to identify potential litters of bulldog puppies. Phillips interviewed several breeders. He also conducted pre-breeding exams that took health, temperament, and timing into consideration.

They went through about four or five litters, but none of the puppies quite fit what they needed in terms of health and timing. Then, the Madajs entered the picture.

 

How to find a dog

Jodi Madaj has always been a dog person.

Growing up in Danville, Illinois, she would find stray dogs and bring them to her grandparents’ house. At times there would be eight, nine, even 10 dogs there, all courtesy of Madaj.

That love of dogs has not waned. Madaj, her husband, and their two kids have had basset hounds, boxers, and german boxers, but her son always wanted a bulldog. So, in 2003, Madaj and her husband bought a bulldog puppy, put it in a box with a bow on top, and gave it to their son as a Christmas present. In 2011, they got another: Phoebe, also known as Trip’s sister. Phoebe had puppies in 2013, and the Madajs, of course, kept two of the puppies.

“I am more of a collector than a breeder,” Madaj says.

One of those puppies, Trixie, had a litter of seven in 2016. One of those puppies, Violet, would end up becoming the mother of Butler Blue IV.

Madaj also has a love for Butler. Her kids grew up going to camps at the University, and her son played soccer there. Sixteen years ago, her love of Butler and bulldogs led her to strike up a conversation with Kaltenmark, and she has been bringing pre-game treats for Butler’s live mascots ever since.

When Madaj heard that Trip was retiring, she thought about donating a puppy from Violet’s litter.

“I wanted to donate a dog if I had a healthy dog,” Madaj says. “I wanted to do it because I thought it was the right thing to do.”

Violet gave birth to three healthy puppies on October 30, 2019. But, it was not immediately clear if one would be the next Butler mascot.

The puppies were fed every two hours around the clock for the first three weeks. Madaj slept right next to Violet on the couch every single night. For the first six weeks, Madaj never left the puppies alone.

Then, there was the secret part of it all. Madaj told her kids, but not her mother, hiding Violet in the bedroom when her mother came over.

“She has a big mouth,” Madaj says.

All three of Violet’s puppies ended up being healthy. But during the six-week-old visit with Phillips is December, he decided that one of them stuck out. One of the puppies had a respiratory problem, and the other was a bit aggressive. The third was just right.

“There’s a lot to consider with bulldogs, and we looked at everything,” says Phillips, who has been involved with caring for the Butler mascot since he volunteered to give back to his alma mater in the form of vet care for the first bulldog. “He will be awesome. He is a super cool puppy. He is super easy going and not aggressive at all. Everything fell in line with this dog.”

Madaj agrees.

“He is special,” Madaj says. “When you spend basically 24 hours a day with a dog for three months, you get to know him really well. It will be really hard to leave him, but I know he is going to a great cause—to represent a wonderful institution.”

Madaj, who ended up keeping one of the three puppies, texts Krauss all the time, reminding him not to pick up Blue by the back legs. When Krauss came to pick up Blue in mid-January, she gave him a laminated binder full of instructions, and she cried. About 20 minutes after Krauss left, Madaj texted to see how everything was going.

 

Everything is new

Butler Blue IV isn’t the only one adjusting to a new life. Krauss, the new mascot handler, is adjusting, too.

Krauss has never owned a dog in his life. When he was growing up, the Krausses were—you guessed it—cat people. Krauss is allergic to dogs, which sometimes even causes him to throw up.

But that didn’t stop him. He would ask his parents for a dog for his birthday, Christmas, New Year’s—every single holiday. Then, when his older sister became a Butler  cheerleader and Krauss started going to every basketball game, the team he fell in love with had a dog as their mascot.

“It was the coolest thing ever,” Krauss says. “My Verizon flip phone background was Blue II.”

In his sophomore year at Butler, Krauss applied to join the Butler Blue Crew. The student group helped Kaltenmark with the mascot program, filming video of Trip or assisting at events. Krauss had to lie during his interview when asked if he was allergic to dogs.

After graduation, Krauss joined Kaltenmark’s team permanently to manage the day-to-day operations of the Butler Blue live mascot program.

Now, he is taking over handler duties. The spare bedroom of his apartment is stocked with dog toys, a crate, and food. He checked all his house plants to make sure they weren’t poisonous for animals.

And then there’s the whole new parent thing. Krauss called Kaltenmark when he thought Blue’s stool was a little soft. Kaltenmark assured him it was normal for a puppy, but he brought it to the vet to be sure. Then there was the time Blue’s face turned a bit red after some shots. So, Krauss called the vet, who assured him it was normal, and Kaltenmark brought benadryl over.

“This is my dream come true,” he says. “It is certainly an adjustment, but I couldn’t be more grateful and honored to have this opportunity.”

Butler Blue IV will officially be introduced to the community at his first basketball game on Friday, January 24. Until taking over as full-time mascot at the end of the academic year, he’ll be meeting students, adjusting to his home, and learning how to be the Butler Bulldog.

But behind the scenes, he will focus on going to the bathroom outside, socializing with other dogs, and the adjustment to life without his siblings. It’s an adjustment for everyone.

Media Contact:
Tim Brouk
Senior News Content Manager
tbrouk@butler.edu
765-977-3931 (cell)

blue
Campus

Butler Blue IV, next live mascot for Butler, revealed, ready to report to work

12-week-old English Bulldog set to take the reins as Butler’s fourth live mascot

Jan 22 2020 Read more
lab school classroom
Experiential Learning

How Neuroscience Helps Kids Heal From Trauma

BY Katie Grieze

PUBLISHED ON Jan 17 2020

On a mid-December morning at Butler University Laboratory School 55, a fifth-grade classroom falls silent. The shouting and chatter fades, little by little, replaced by the chime of calming music.

Around the room, students lie flat on the floor, blinking up through the cucumber slices pressed to their eyes. Some sprawl out, arms spread wide, as others fold their hands together or reach up to feel the fruit’s coolness.

Cucumbers do more than signal a spa day in the movies, the students are learning. Rather, the slices can act as an anti-inflammatory for a stressed-out brain in the same way that ice treats injuries. They can calm the mind and prepare it for learning—a perfect addition to the collection of relaxation strategies Lori Desautels has brought to classrooms in Indianapolis and across the nation.

Throughout fall 2019, the College of Education Assistant Professor visited those fifth-graders every week to teach them about the brain, how it works, why we experience stress, and how to regulate emotions. Students learned that the prefrontal cortex is the brain’s center of learning, decision making, and problem solving. They learned that the amygdala, formed by a small set of deep-brain neurons, causes powerful emotions such as anger and fear that can make it difficult to concentrate. And they learned that, through a range of activities that incorporate breathing, movement, or sound, they can control those emotions and relax their minds.

It’s all part of Desautels’ work in a field known as educational neuroscience, which focuses on finding the most effective strategies for working with students who have experienced adversity or trauma. According to the Centers for Disease Control and Prevention (CDC), more than 60 percent of American children will experience at least one adverse childhood experience—or a potentially traumatic event—by the time they turn 18. About one in every six children will have four or more of these experiences, which can include circumstances such as violence, abuse, neglect, poverty, mental illness, food insecurity, or drug use, to name a few.

Beyond causing long-term consequences for overall health, trauma can affect a child’s ability to succeed in school as stress inhibits the brain from making decisions and building relationships. Some students respond to pain with aggression, while others exhibit high rates of absenteeism or keep their heads down during class.

“As the research points,” Desautels says, “anxiety has kind of become our nation’s new learning disability.”

Desautels tackles this problem from multiple fronts. Based on her research, she develops new strategies to help kids heal from trauma. She visits schools across Indiana, talking about the importance of caring for mental and emotional health in the classroom. Desautels works directly with children to help them succeed, and through leading workshops and teaching classes, she shows current and future educators how they can better support their students.

 

How to stay sensitive to trauma in the classroom

Desautels teaches a variety of strategies for responding to trauma in schools, but she says rethinking the discipline is the first step. When educators react with punishments based on frustration and arbitrary consequences, this usually reactivates a student’s stress response, leading to new trauma instead of new healing.

Change starts with teachers modeling the behavior they want to see from their students.

When a child’s actions require discipline, Desautels says the adult should always take some time to cool off. After reflecting on how the incident made them feel, they should explain to the student how they plan to calm down before addressing the situation.

I’m really frustrated, so we aren’t going to talk about this right now. I’ll count to four, and then I’ll take my two deep breaths, and then I’ll wait. And if my amygdala is still feeling angry, I’ll count to four again, until my cortex feels calm.

Teachers should also consider the power of non-verbal communication. Desautels says tone of voice is critical in calming a child’s nervous system, along with facial expressions, posture, and gestures.

“Emotions are contagious,” she says. “When a teacher is able to model a calm presence, students are less likely to react defensively.”

Once everyone feels relaxed, the teacher and student can discuss what happened, why it happened, and how they can repair the damage together. Consequences should follow naturally from the action in a meaningful way, Desautels says. For example, if the student was mean to a classmate, they could create something that shows kindness.

Desautels also stresses the need for listening to and validating the student throughout the process. If a child says, ‘This isn’t fair’ or ‘You are always picking on me,’ a validating comment might be, ‘That must feel so frustrating.’

“In the moment of rising tension,” she says, “when you feel someone hears you, that’s calming.”

But these strategies aren’t only for when there’s a problem. Building strong connections with students can help with easing their anxiety and preventing negative behavior from arising in the first place.

At Butler, Desautels has created a graduate certificate in Applied Educational Neuroscience to teach these strategies to educators, medical professionals, and others who work closely with children who have experienced trauma. The nine-credit-hour program launched in 2016 and has grown from just six students in the first cohort to more than 70 today. The classes explore the most recent research in neuroscience and attachment, then shift to how that research can be used to help students.

“And these strategies aren’t just useful for working with children,” Desautels says. “We are all dealing with more and more adversity and stress. Everyone taking this certificate is trying to improve on their professional practices, but I often hear feedback about how helpful it has been personally.”

 

 

A new way of teaching

Until a couple years ago, Emily Wilkerson didn’t know anything about neuroscience. She didn’t think she needed to.

Then, as an Elementary Education major at Butler, she met Lori Desautels.

“It wasn’t until my junior year of college that I realized teaching isn’t just about math, reading, writing, science, and social studies,” Wilkerson says. “Kids need so much more than academic content.”

So shortly after graduating in 2018 and taking a position with the then-new Butler Lab School 55, Wilkerson enrolled in Butler’s Applied Educational Neuroscience certificate. Right away, she started practicing the techniques in her fifth-grade classroom—the same classroom Desautels worked with last semester.

Together, Desautels and Wilkerson taught the students about three key regions of the brain and what it looks like to “be” in each one. In the prefrontal cortex, located near the forehead, the mind feels calm and creative. In the limbic system, closer to the center of the brain, you might start to be distracted by emotions such as fear, irritation, or embarrassment.

On the back of the neck, near the hairline, is the brain stem. Once here, you’re basically frozen. You might feel hopeless or disconnected. You might lash out, or you might run away.

“When a student has experienced trauma, we know that their brain is most likely not in the prefrontal cortex throughout the day,” Wilkerson says. “There could be triggers in the classroom, or they could just think about something traumatic that happened to them, and that could completely spiral their day. If they are locked into that anxiety or fear, they are inclined to stay in that brain state—unless they know that they can regulate their brain.”

So, the students learned how to do just that.

Every time Desautels visited Wilkerson’s class, she brought a new focused attention practice. These activities quiet the mind by having kids focus on a specific stimulus, whether that is a sound, a sight, a taste, or a breath—similar to meditation. This helps soothe the nervous system in a way that makes it easier to cope with challenges.

For example, the class could spend a few minutes with a breathing exercise that matches movement to the rhythm of the breath, lifting their arms high on the inhale and dropping them on the exhale. They could place their non-dominant hands flat on pieces of paper, tracing the outlines repeatedly until their minds feel calm. Or, the students could put ice cubes in their mouths, imagining their stress fading as they feel the ice slowly melt away.

Desautels also uses “brain breaks.” These exercises introduce new challenges or novel sensations to help break up the routine of a school day, training the mind to see things through new perspectives.

Desautels always carries a bag of assorted household objects—markers, paper, shoelaces, and so on. After picking an item, students imagine two ways it could be used for something other than its intended purpose. Another brain break involves asking the kids to peel a tangerine with their eyes closed, then to eat the fruit while focusing on its smell and taste. The more senses these activities draw on, the more effective they will be for regulating the brain.

The students learned to be more aware of how they feel throughout the day. Desautels introduced brain reflection sheets, which help both students and teachers evaluate their current brain states and figure out what they might need to feel better in that moment.

“If I’m feeling frustrated,” Wilkerson says, “I’m going to go sit in the reset corner and take 10 deep breaths, or roll playdough in my hands, because that might be something that feels good to me. But you can regulate a brain in a thousand different ways.”

Most of the fifth-grade students now use the language of neuroscience throughout the school day. And since Desautels first visited, Wilkerson has noticed an overall shift in classroom culture.

“We as elementary school teachers have the opportunity, if we are using the language of neuroscience in our classrooms, to really set students up for a greater level of success throughout their whole lives,” Wilkerson says. “I can’t imagine, if I could go back in time and learn about all this neuroscience during fifth grade, how that would have impacted me in middle school, high school, college, and adulthood.”

Beyond her work at Butler and in Indianapolis classrooms, Desautels visits schools across the state to speak about the trauma-responsive strategies she has developed. She’s also published three books about the human side of education, with a fourth expected to release in 2021.

Nationally, Desautels’ work has inspired hundreds of schools to build what she calls amygdala first aid stations. Typically set up at a designated table or corner of the classroom, these spaces give students a place to go to calm down or recharge. They might offer stationary bikes, yoga mats, art materials, or headphones. Others have bean bag chairs where students can relax with weighted blankets while smelling lavender-scented cotton balls.

Since she first started co-teaching six years ago, Desautels has worked with 13 classes ranging from preschool to 12th grade. It has become more common for schools to address mental and emotional wellbeing, but Desautels says her work is unique for its focus on actually teaching kids the science behind how their brains work.

“Teaching students about their amygdala and their fear response is so empowering,” she says. “When we understand that this biology is thousands of years in the making, hardwired to protect us, our minds begin to relax through knowing that our reactions to negative experiences are natural and common. Many of our children report a sense of relief to know there’s nothing wrong with them.”

 

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

 

Innovations in Teaching and Learning

One of the distinguishing features of a Butler education has always been the meaningful and enduring relationships between our faculty and students. Gifts to this pillar during Butler Beyond will accelerate our commitment to investing in faculty excellence by adding endowed positions, supporting faculty scholarship and research, renovating and expanding state-of-the-art teaching facilities, and more. Learn more, make a gift, and read other stories like this one at beyond.butler.edu

lab school classroom
Experiential Learning

How Neuroscience Helps Kids Heal From Trauma

Lori Desautels, an Assistant Professor in Butler's COE, visits classrooms to teach students about their brains.

Jan 17 2020 Read more
Wallabies in burned landscape
Butler Experts

Butler Biologist: Australia’s Ecology to Suffer for Years

BY Tim Brouk

PUBLISHED ON Jan 17 2020

“Catastrophic” was the first word Butler University Biological Sciences Professor Carmen Salsbury could attach to the ongoing Australian bushfire devastation.

More than 1 billion animals have perished, along with 29 humans in the estimated 100 blazes that have ignited since September, burning 46 million acres as of mid-January. The ecology of Australia will never be the same, at least not for a very long time, says Salsbury, who has researched forest mammals and urban wildlife for decades.

Professor Carmen Salsbury talks in her office.
Professor Carmen Salsbury says the Australian landscape will be forever changed.

“The unfortunate thing is that the catastrophe has just started. Once the fires are out, it’s not over,” Salsbury says. “There is some evidence that we may lose some species altogether to extinction because of this tragedy.”

The researcher says climate change is the biggest culprit behind the historic loss of environment. The combination of extreme heat, wind, and drought has been ramping up for years in Australia, and the conditions have allowed for continent-wide blazes.

While the plants will grow back and animals will return in time, the ecology in some areas will take many years to fully recover. Animals like the endangered glossy black cockatoo and the dunnart, a mouse-sized marsupial, are now thought to be extinct, according to Salsbury. New predators, such as feral cats, may move in to rattle the food chain as shelter and food becomes scarce for surviving prey animals. The “connectivity” of the ecology has been severed.

“Species rely on one-another in lots of different ways—for food, shelter, etc.,” Salsbury says. “You pull one of those things out, and it ripples through the ecosystem and has major impacts on other species.”

The lack of vegetation will enhance erosion and the chance of mudslides. The sediment could invade watersheds, affecting drinking water as well as aquatic life.

“Even after things start to green up,” Salsbury says, “we’re still going to see some serious impact on many of the plants and animals, all of those things at the base of a functioning ecosystem.”

The different roles of wildfires

Western parts of the United States have experienced similar wildfires. In October, 10 wildfires engulfed 113,931 acres of California forest in flames, killing three, and destroying 517 homes and other buildings.

The 2019 events and Australia are tragic byproducts of climate change, but smaller wildfires have their place in ecology, Salsbury says.

“There are a lot of plant communities that have actually evolved to be fire tolerant. In fact, there are some plants that require fire for their seeds to germinate,” she adds. “A lot of plants are meant to burn and some of them have terpene compounds in their wood to promote fire.”

The fires happen naturally from lightning strikes and manmade controlled fires, and serve to replenish small ecosystems. Controlled burns eliminate fuel that would cause larger, widespread burns.

“The point is that intermediate levels of disturbance are actually good things for biodiversity in ecosystems,” Salsbury says. “The problem is when you get really wide-scale, broad, and frequent types of disturbances. And that's what we're seeing now in our part of the world (California) but especially in Australia.”

Biology Associate Professor Andrew Stoehr and Biological Science Professor Travis Ryan will lead a March controlled burn of the Butler Prairie near campus. It will be the first burn of the three-acre natural prairie space in seven years. Weather conditions will play a factor when the burn takes place but Stoehr concurs that control burns are advantageous in rejuvenating some ecosystems.

“Ideally, it would be every spring,” Stoehr says. “One of the main effects is that it cuts down on the gradual invasion of trees. Gradually, prairies convert from grassy species and wildflowers over to wooded area. Burns also kill other kinds of invasive or undesirable species. By gleaning off all of that vegetation, it exposes the soil to more sunlight in springtime. The soil will warm up earlier, which tends to benefit the desired prairie plants more than the undesirable species. The seeds are already in the soil and will start to germinate after the clearing.”

But not every ecosystem benefits from controlled burns and many of those have been affected in Australia, like tropical forest. The fires are too widespread to cause anything but negative impact on the continent.

How to help

As of mid-January, more than $200 million has been raised to help fight the fires and to aid injured wildlife. Salsbury says donating to the causes are a positive step, but so is reducing your carbon footprint.

“These fires,” Salsbury says, “are a textbook example of what happens when you have a lot of factors that come together and make the perfect storm and the No. 1 factor, of course, that’s really compounding the problem is climate change.”

Minimizing carbon emissions and other greenhouse gasses and other practices in fighting climate change can reduce the risk of such widespread fires occurring again, Salsbury says.

“If there is anything good that can come from this, it is that it could motivate people into action,” Salsbury adds. “Unfortunately these type of events may help us direct our focus a little bit. Maybe it will highlight the desperate need. It’s past due.”

 

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.

Wallabies in burned landscape
Butler Experts

Butler Biologist: Australia’s Ecology to Suffer for Years

Professor Carmen Salsbury says the loss of ‘connectivity’ will devastate ecosystems after bushfires are extinguished

Jan 17 2020 Read more
Tyler Shultz
Campus

New LSB Speaker Series to Promote Business Ethics

BY Tim Brouk

PUBLISHED ON Jan 15 2020

All Andre B. Lacy School of Business students must take the 200-level Business Ethics course. A new speaker series will enhance that experience.

This semester, the Lacy School of Business Ethics Series will feature two events and the series will return for the 2020-2021 academic year. Each semester will feature a keynote speaker as well as smaller, fireside chat-style events. The Ethics Series will bring in alumni, Indianapolis business leaders, and entrepreneurs from across the nation to share their experiences and training for all Butler students, staff, faculty, and the community to consider.

Tyler Shultz will be the first keynote speaker at 8:00 PM February 11 at the Schrott Center for the Arts. The event kicks off the series, which will continue in April with a student-focused talk in the Business Building. All Ethics Series events are free. No tickets are required.

Shultz was a 23-year-old employee for Theranos, the infamous $9 billion start-up that claimed to have technology that could detect diseases from one drop of blood. However, the technology never worked despite years of smoke and mirrors from founder Elizabeth Holmes. Shultz came forward to the Wall Street Journal. The article by John Carreyrou revealed research too good to be true and revenue that never was. The fiasco led to the HBO documentary The Inventor: Out for Blood in Silicon Valley and Carreyrou’s subsequent book, Bad Blood.

Associate Professor of Business Law Hilary Buttrick will moderate Shultz’s talk as well as a question-and-answer segment at the end of the event. She says students will get to experience how important being ethical in business practices can be from an entrepreneur only a handful of years older than them.

“Theranos was his first job out of college,” Buttrick says. “He was really going up against Goliath.

“I think that type of ethical fortitude, that type of ability to trust yourself to say ‘This isn’t right,’ that’s a really important lesson for students to learn. Even though you’re young and new, you  have the power, the right, and the obligation to stand up when things are wrong, even if you’re at the bottom of the corporate ladder. We think (Shultz) has a really important story to tell our students.”

Shultz landed well after the Theranos dust settled. He is the CEO and co-founder of Flux Biosciences, Inc., a Bay-Area start-up specializing in bringing medical-grade diagnostics into the homes of consumers by using technology to measure biomarkers related to stress, exercise, and fertility. His efforts were recognized by Forbes when he was named to their “30 under 30” Health Care 2017 list.

Buttrick says the speaker series will be integrated into class curriculum, in turn enhancing the learning experience.

“I can’t think of a better case study,” says Buttrick, adding that the February 11 event will count as a Butler Cultural Requirement. “Think about the things you’re learning in Business Ethics class; this guy had to do it.”

Lacy School of Business Dean Stephen Standiford says the Ethics Series will be a major part of the program’s push to be a Midwestern leader in business ethics education.

“Our goal,” he adds, “is to continue to infuse ethical practice and leadership development with our students, future leaders, and community as a whole.”

The Lacy School of Business Ethics speaker series is sponsored by Old National Bank.

 

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.

 

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

Tyler Shultz
Campus

New LSB Speaker Series to Promote Business Ethics

Series will focus on ethical business practices with the help of alumni, Indy business leaders, and keynote speakers

Jan 15 2020 Read more
neville and wakefield
Innovation

New Butler-Produced Podcast to Capture Best-Selling Stories, Memories

BY Tim Brouk

PUBLISHED ON Jan 15 2020

For the past several months, Butler University English Professor Susan Neville has become a fixture in the Irwin Library for her latest literary project.

Neville is not poring over books, however. She is not researching her next novel. The Creative Writing professor is adjusting microphone volume levels in a cozy soundproof booth in the library’s lower level. To her right is best-selling author Dan Wakefield, who penned Going All the Way and Starting Over, covered historic events like the first foreign press interview with former Israeli prime minister Golda Meir, wrote about the Emmett Till trial for magazines like The Atlantic and The Nation, and is considered Kurt Vonnegut’s oldest living friend.

Neville and Wakefield
Professor Susan Neville, left, prepares to interview best-selling author Dan Wakefield.

Neville and Wakefield are about halfway through recording Naptown Season One: A Memoir of the 20th Century. The podcast will consist of 20 episodes featuring different chapters of Wakefield’s life, which started in Broad Ripple, Indiana, continued to New York City as a journalist, novelist, and screenwriter, then to academia in Florida, and now back to Indianapolis. All 20 episodes will be released at once on iTunes, Wakefield’s website, Irwin Library’s website, and Butler’s Digital Commons in May for maximum binge listening, and to celebrate Wakefield’s 88th birthday.

“He’s a great storyteller and I wanted to capture those stories,” says Neville, who received a $2,000 grant from the Indiana Humanities Council to assist with the production. “These episodes will be kind of his memoir, only done through interviews.”

The soundbooth only fits two people, but the results are as high-level as anything on Podcast One. Neville and Wakefield mapped out every episode, about an hour in length each. So far, they’ve completed episodes focusing on Vonnegut, novelist James Baldwin, and a trio of Wakefield’s mentors from his undergraduate days at Columbia College: Pulitzer Prize-winning poet Mark Van Doren, literary critic Lionel Trilling, and famed sociologist C. Wright Mills, who Wakefield served as a research assistant.

Neville enlisted the help of Academic Technology Specialist Megan Grady-Rutledge to help edit each episode, which starts with music and short introductions and outros from Neville. The rest is all Wakefield answering Neville’s questions, recalling major career milestones, and reading from his published works.

“Once he gets on a roll, he gets on a roll,” says Neville with a laugh. “I was a journalism major as an undergrad and have written a lot of freelance feature articles, so I’m used to doing interviews. Recording a podcast is a combination of radio and the print journalism I’m used to.”

Neville reveals that Season Two will consist of Vonnegut interviews she conducted in 1989 and 1990. Those conversations currently live on microcassettes, but will be transferred to a digital format after Season One launches.

“Talking with Susan, I’m remembering a lot of things,” Wakefield says. “I feel like there’s a big hole in our history and in Indianapolis, like the great jazz scene we had here. A lot of if isn’t mentioned in a lot of places so I’m glad to be able to talk about that.” 

Part of the author’s comfort in the recording booth stems from Wakefield’s connection with Neville. They first met when Wakefield was still a graduate writing professor at Florida International University and Neville was a guest speaker at the Seaside Writers Conference. Wakefield has paid close attention to Neville’s career, which includes creative nonfiction works Sailing the Inland Sea, Iconography, and Indiana Winter.

“Susan Neville is the best author today in this city and state,” says Wakefield, noting her 2019 Catherine Doctorow Innovative Fiction award for her collection of short stories The Town of Whispering Dolls. “I feel very lucky to be doing this with her. I feel very comfortable. We have sort of the same literary outlook and framework. We share the same prejudices about writers we like and admire. I know whatever I talk about, she will understand what I’m talking about.”

Naptown is recorded with Audacity and just a few clicks. The writers test their speaking levels for a few minutes, listen to the playback, and then start to record the episode.

For a December 10 session, Wakefield was prepared to speak on his former influential professors. Among his notes, Wakefield brought the March 1968 copy of The Atlantic, which consisted solely of Wakefield’s long-form article on the Vietnam War. The piece, Supernation at Peace and War, mentions some of his former Columbia University professors.

Before the session, Wakefield was a guest at Neville’s first-year seminar on Vonnegut. The students had been reading Slaughterhouse-Five, Mother Night, and God Bless You, Mr. Rosewater, and they poured over Wakefield’s essay on his old friend titled Kurt Vonnegut, Christ-Loving Atheist.

“They were in awe of him,” Neville says. “He told stories about Kurt and his family, and he brought fresh insights to the books they’d been reading all semester. They were amazed.”

And the students will get to know much more about Wakefield, Vonnegut, and 20th century American literature in a fresh format thanks to Neville and Naptown.

 

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

 

Innovations in Teaching and Learning

One of the distinguishing features of a Butler education has always been the meaningful and enduring relationships between our faculty and students. Gifts to this pillar during Butler Beyond will accelerate our commitment to investing in faculty excellence by adding endowed positions, supporting faculty scholarship and research, renovating and expanding state-of-the-art teaching facilities, and more. Learn more, make a gift, and read other stories like this one at beyond.butler.edu.

neville and wakefield
Innovation

New Butler-Produced Podcast to Capture Best-Selling Stories, Memories

Creative Writing Professor Susan Neville hosts Naptown series featuring author and Indianapolis native Dan Wakefield

Jan 15 2020 Read more
MiM
Experiential Learning

New Master’s in Management Boosts Careers of Non-Business Grads

BY Katie Grieze

PUBLISHED ON Jan 14 2020

For some students who completed undergraduate degrees unrelated to business, a little bit of accounting, marketing, or finance know-how could go a long way in building a career.

Butler University’s new Master’s in Management (MiM) program is designed for students interested in the edge that a business education could bring to today’s competitive job market. The full-time, on-campus degree lasts one year, and it is intended for recent or soon-to-be graduates with little to no business knowledge.

A potential MiM student might have realized that, while still passionate about their undergraduate area of study, they’d like to approach the field from a new perspective. For others, the program might lead to a completely new career. Either way, the curriculum aims to help students understand how the language of business applies to a variety of professions.

“The inspiration really comes from the fact that here in the Midwest, there is a need to better support our non-business graduates who are unemployed or underemployed—to give them a well-rounded skill set,” says Marietta Stalcup, Director of Graduate Programs for Butler’s Andre B. Lacy School of Business. “We hear from employers today that ideal candidates can bring right-brained, creative skills to the business side of things.”

Stalcup uses her own career path as an example for how someone could benefit from the MiM program. After graduating with a degree in biochemistry, she realized she didn’t want to work in a lab. So Stalcup pursued biochemistry from a different angle, accepting a pharmaceutical sales position with Eli Lilly and Company. She worked for several years before obtaining formal business education through a Master of Business Administration (MBA), but she knows her early-career self would have been a great fit for the MiM.

Unlike an MBA, which typically targets students with at least five years of professional experience, the MiM appeals to fresh graduates who want to boost their skills before launching their careers. The MBA is meant to help seasoned professionals either switch fields or advance into senior-level executive positions in their current careers, while the MiM kickstarts a career early on by teaching students business skills to boost their value in the workplace.

“It’s not an ‘MBA Lite,’” Stalcup says. “It fulfills a different need.”

In addition to a curriculum of foundational business classes in areas such as finance, accounting, marketing, leadership, and economics, the MiM provides every student with a career mentor to help with setting and meeting goals. Students also complete a 300-credit-hour internship.

The program’s first cohort will begin in June 2020. Applications are open now, with deadlines on the first of each month until June 1. Admission decisions will be released within two weeks of each application deadline.

 

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

 

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.

MiM
Experiential Learning

New Master’s in Management Boosts Careers of Non-Business Grads

The latest graduate program from Butler’s Lacy School of Business aims to create well-rounded candidates.

Jan 14 2020 Read more
RMI students prepare a case study.
Experiential Learning

Butler’s Risk Management Programs Earn Top-10 Recognition from Business Insurance Magazine

BY Tim Brouk

PUBLISHED ON Jan 06 2020

Butler University’s programs for risk management and insurance professionals have been recognized by Business Insurance magazine as one of the top-10 in the nation for the most graduates in 2019.

The magazine tabbed Butler No. 9 for most Actuarial Science and Risk Management and Insurance graduates. The ranking combines the two related programs–Butler’s Davey Risk Management and Insurance (RMI) and Actuarial Science majors–that assess risk for insurance purposes from qualitative and quantitative sides of the risk management coin.

“These rankings recognize the collaborative efforts of the Davey Risk and Insurance Program and the Actuarial Science program at Butler University to recruit the future leaders of the RMI industry,” says Dr. Victor Puleo, Associate Professor and Davey Chair of Risk Management and Insurance. “I am very pleased to see Butler University listed alongside the other universities and colleges that share in this mission.”

The national ranking released in December 2019 is the first top-10 national honor for the Andre B. Lacy School of Business.

The Davey Risk Management and Insurance program was established in the Lacy School of Business in 2012. It graduated 34 students in the 2018-19 school year, which was combined with Actuarial Science’s 20 graduates for that top-10 ranking. Business Insurance also listed Butler at No. 13 for the largest “risk management program” overall based on student enrollment.

“We’re probably the smallest university on the list,” says Zach Finn, Clinical Professor of Risk Management and Insurance, “but the Lacy School of Business has an efficacy for recruiting. We’re retaining students all the way to graduation while maintaining a high rate of growth.”

According to Risk Management magazine, job growth in the risk management and insurance industry is up 60 percent since 2013. These positions include risk management analysts, underwriters, and brokers for companies like Aon, Liberty Mutual Insurance, Northwestern Mutual, and State Farm Insurance. A 16 percent job rate increase is still expected by 2028, according to the Bureau of Labor Statistics.

As the industry grows, a wave of insurance underwriters and brokers are nearing retirement age, which will open thousands more positions for young, expertly trained professionals like Butler graduates, Finn says.

The Lacy School of Business recently launched a Master of Science in Risk and Insurance (MSRI) online degree program, which is further evidence of the University’s commitment to be a national leader in risk management and insurance. Part of the buzz around the industry includes the insurance of new business concepts. From electric scooter rental services to pizza-delivering drones, there is an insurance side to every game-changing business venture. Professionals trained in risk management are needed now more than ever to establish what kind and how much insurance policies should be, Finn says.

Senior Kyle Niemiec just wrapped up his third internship. A Finance major, his experience at Encova Insurance in Naperville, Illinois, made him change his focus to risk management.  

“No business can run without insurance,” Niemiec says. “It’s also helping people. I’ve fully invested myself into insurance as a whole. I was in financial planning, but getting to see behind the scenes aspects, I knew I wanted to do insurance.” 

Businesses have noticed Butler’s strength in risk management. MJ Insurance helped fund the first student-run captive insurance company at Butler. Students benefit from experiential learning by taking on real risks and real underwriting, while also gaining insight into starting and running a business.

“MJ Insurance had the confidence that our students were up to the task in deploying those funds,” says Finn, “and that gift helped put us on the map.”

As chair of the Department of Mathematics, Statistics, and Actuarial Science, Associate Professor Chris Wilson has led a student experience for Actuarial Science students. Undergrads are given opportunities to take four Society of Actuaries credentialing exams before graduation. The more exams completed, the more actuarial job opportunities become available to the students in the risk management field.

“We’ve had examples where a student has gotten a job, passed an exam, and gotten a raise before they even started work,” says Wilson, who has seen the number of Actuarial Science graduates quadruple since he joined Butler in 2007. “It’s people who are aware they are high-achieving students and they’re ready for a challenging major. They want to do something to develop their quantitative skills and enjoy problem solving.”

 

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.

 

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

RMI students prepare a case study.
Experiential Learning

Butler’s Risk Management Programs Earn Top-10 Recognition from Business Insurance Magazine

Publication recognizes Risk Management and Insurance and Actuarial Science programs for number of graduates

Jan 06 2020 Read more
Butler 2019
Campus

The Year That Was: Top Stories from Butler in 2019

BY Rachel Stern

PUBLISHED ON Dec 18 2019

We opened a brand new building and announced plans for our largest investment ever in another one. We faced some of society’s greatest challenges head on by announcing a new strategic direction and largest ever comprehensive fundraising campaign. Our favorite bulldog announced his retirement, and plans for an esports and gaming space were unveiled.

In 2019, the Butler University community brought excitement and innovation to campus and the world around them. They conducted groundbreaking research on the effects of vaping, social media, how hearing loss affects overall development, and more—all in an effort to make a difference in society. Here’s a look back at some of the top stories of the year.

 

Social media, it turns out, makes us feel better about ourselves

Butler Associate Professor of Entertainment Media and Journalism Lee Farquhar found that most of us prefer to use social media to look at and compare ourselves to certain types of individuals: those who make us feel better about ourselves. That, Farquhar found, can lead to an increase in happiness and life satisfaction.

Read more here.

 

Hearing loss is linked to cognitive ability in babies

According to new research from Butler Assistant Professor of Communication Sciences and Disorders Tonya Bergeson-Dana, hearing loss is connected to the larger cognitive system and can have a cascading effect on cognitive development.

Read more here.

 

Providing clinical expertise to the insurance industry

A team of about 25 Butler community members created a tool for the Department of Insurance in an effort to specify, from a medical perspective, what medications insurance companies should cover for 17 diseases that are health priorities in Indiana.

Read more here.

 

History made during Commencement

During Butler’s 163rd Spring Commencement, nearly 1,050 graduates received their diplomas—the largest graduating class in Butler’s history.

Read more here.

 

Board approves sciences upgrade

The Butler Board of Trustees approved a $100 million renovation and expansion—the largest investment ever by the Trustees in Butler’s future—for a new sciences complex. The project includes new high-tech classrooms designed to promote learning by doing, labs that mimic those at top research companies, and work spaces meant to encourage cross-disciplinary collaboration.

Read more here.

 

New building for the Lacy School of Business opens

After nearly two years of construction, the new 110,000-square-foot building for Butler’s Andre B. Lacy School of Business (LSB) officially opened in August.

Read more here.

 

Butler ranked No. 1 again

For the second consecutive year, Butler was named the No. 1 Regional University in the Midwest, according to the 2020 U.S. News & World Report Best Colleges Rankings. Butler also ranked as the No. 1 Most Innovative School for the fifth straight year.

Read more here.

 

New strategic direction

Butler unveiled a new strategic direction and its largest ever comprehensive fundraising campaign. Butler Beyond: The Campaign for Butler University seeks to raise $250 million by May 2022 to deliver transformative change to the University, the region, and the world.

Read more here.

 

Esports and Gaming Lounge set to open on campus

A new space dedicated to esports and gaming will open on Butler’s campus in Atherton Union. But that space is just the beginning. A 7,500-square-foot, multi-use space in the Butler Parking Garage is slated to open fall 2020, and it will feature 50 gaming PCs, an area of gaming consoles, and room for technology-infused corporate trainings and events or youth STEM and esports camps.

Read more here.

 

Butler Blue III set to retire

After eight years, Butler Blue III will retire at the end of the 2019-2020 academic year. The American Kennel Club-registered English bulldog is hanging up his mascot duties because of his older age (for bulldogs), long tenure on the job, and desire to start the next chapter of his life.

Read more here.

 

Study shows JUUL not being used as intended

A survey of nearly 1,000 college students from a Butler professor and undergrad reveals that, while vaping was originally promoted as a safer alternative for existing smokers, most young vape users are actually brand new to nicotine.

Read more here.

Butler 2019
Campus

The Year That Was: Top Stories from Butler in 2019

In 2019, the Butler community brought excitement and innovation to campus and the world around them.

Dec 18 2019 Read more

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