View All Content | Butler Stories

View All Content

Butler University Trustee Bryan Brenner ’95 and his wife Elaine ’94
GivingPeople

FirstPerson Interview Suite Enhances Butler Career Services

BY Jennifer Gunnels

PUBLISHED ON Jun 05 2019

INDIANAPOLIS – Butler University Trustee Bryan Brenner ’95 and his wife Elaine ’94 have donated $250,000 toward construction of the new building for the Andre B. Lacy School of Business, which will officially open in August. In recognition of the gift, the Career Development Interview Suite in the new building will be named the FirstPerson Interview Suite in honor of FirstPerson, Inc., the Indianapolis-based benefits and compensation consulting company founded and run by Brenner.  

FirstPerson, Inc. has a long history of hiring Butler students as interns, many of whom have gone on to full-time careers at FirstPerson after graduation. The company is committed to people development, including philanthropic work in the community through the PEEP Project—Personally Enriching and Embracing People. Recognized as one of the Best Places to Work in Indiana in 2019, FirstPerson’s passion for personal and professional development made the gift to name the career interview suite a perfect fit for Brenner.

“Elaine and I have a deep connection with Butler and consider our alma mater a foundational part of our larger life in Indianapolis,” Brenner says. “The University’s community focus and forward thinking has been a platform for growing FirstPerson and stepping into initiatives Elaine and I have launched to invest in the health and vitality of central Indiana.”

Annually, Brenner hosts a Dinner With 10 Bulldogs, a Butler program designed to give students a chance to meet successful graduates and explore opportunities that may be available to them after Butler.  Each year, Brenner and other Butler graduates from FirstPerson welcome 10 Butler students to the FirstPerson headquarters to socialize, network, and build relationships. Brenner has hired a number of students he has met through the dinner parties as FirstPerson interns.

“FirstPerson is genuinely committed to the personal and professional development of their employees and our students," says Steve Standifird, Dean of the Lacy School of Business. "Bryan and Elaine have been generous and thoughtful partners in seeking innovative ways to provide opportunities for our students to learn and grow, both through their own personal contributions and through FirstPerson.”

Among the many enhanced opportunities made possible by the new Lacy School of Business building is the ability to bring all of the University’s career development services into the same space on campus. Previously, career services for students studying in the Lacy School of Business was housed separately from the University’s central Internship and Career Services team.

The new comprehensive career development suite will provide a more streamlined experience both for companies looking to recruit Butler students and for Butler students seeking career opportunities to match their diverse skill sets. Located on the first floor of the new building near the entrance of Butler’s campus, the FirstPerson Interview Suite includes seven interview rooms, a recruiting lounge, and a conference room.

“The Brenners have been incredibly generous to Butler through their gifts of time and resources,” says Butler President James Danko. “We are pleased to recognize FirstPerson’s significant partnership in preparing our students for meaningful careers through the FirstPerson Interview Suite.”

In addition to Butler, the Brenners support Indianapolis Symphony Orchestra, Indy Chamber, The Oaks Academy, University High School, and agencies of the United Way, in addition to establishing the MBA Board Fellow program for nonprofit management at Lacy School of Business.            


About Butler University

An influx of philanthropic support has aided Butler University’s dramatic growth in recent years. Pursuant to the Butler 2020 Strategic Plan, the University and donor partners have invested in new campus facilities, academic programs, and co-curricular offerings. In the past five years, Butler has built the Howard L. Schrott Center for the Arts, the Sunset Avenue parking garage including a streetscape beautification project and renovated Hinkle Fieldhouse. In addition, the University partnered with American Campus Communities to build the Fairview House and Irvington House residential communities. The Andre B. Lacy School of Business will open the doors to its new 110,000 square foot home in the fall of 2019, and fundraising is underway to complete a $93 million Science Complex expansion and renovation.

Butler University is a nationally recognized comprehensive university encompassing six colleges: Arts, Business, Communication, Education, Liberal Arts and Sciences, and Pharmacy & Health Sciences. Approximately 4,500 undergraduate and 541 graduate students are enrolled at Butler, representing 46 states and 39 countries. Ninety-five percent of Butler students will participate in some form of internship, student teaching, clinical rotation, research, or service learning by the time they graduate. Butler students have had significant success after graduation as demonstrated by the University’s 97% placement rate within six months of graduation. The University was recently listed as the No. 1 regional university in the Midwest, according to U.S. News & World Report Best Colleges Rankings, in addition to being included in The Princeton Review’s annual “best colleges” guidebook.

Butler University Trustee Bryan Brenner ’95 and his wife Elaine ’94
GivingPeople

FirstPerson Interview Suite Enhances Butler Career Services

Trustee Bryan Brenner ’95 and wife Elaine ’94 give $250,000 for the Lacy School of Business building.

Jun 05 2019 Read more
Ena Shelley at Commencement
People

‘Meant to Be’: Ena Shelley’s 37-Year Career at Butler

BY Rachel Stern

PUBLISHED ON May 30 2019

Ena Shelley doesn’t have to watch the news to know the weather. Headache, oh, that means a cold front is coming through.

So, on January 9, as she ate her usual toast with peanut butter and honey, showered, put on her earrings—like always—she noticed a headache, but thought nothing more than Indianapolis must be experiencing a temperature shift. It was just her body’s way of giving her a quick weather report before she headed to work.

Like most days, Shelley got in her car, drove 14 minutes to Butler University listening to the TODAY Show, parked in the South Campus lot, and walked into her office in Room 163. She quickly headed downstairs to room 001M for a meeting with her leadership team.

A few minutes into the meeting, she was mid-sentence, when she realized something was very wrong.

“I had this pain like I have never felt before in my entire life. It was shooting down the right side of my head and felt like someone put a knife right through my eye. I knew something was wrong,” Shelley says. “The last thing I remember was wondering why the EMT team was carrying the stretcher down the stairs, as opposed to using the elevator. I remember thinking it would have been much simpler for them to use the elevator.”

Three brain surgeries later, Ena Shelley, Dean of Butler’s College of Education, hasn’t missed a beat. About four months removed from the hospital, she is sitting in her office, surrounded by children’s art work, walls of books, a cardboard cutout of a colleague based in Sweden, and Norman Rockwell’s The Problem We All Live With. It’s a rainy May morning, and Shelley has already had two meetings. She has a full schedule of them ahead of her, and the energy to match.

Shelley will complete a 37-year career at Butler at the end of May, but much like the physical wounds she has amassed since January, it is tough to tell. Those who know her best aren’t surprised.

“Ena is a person with great determination,” says Ron Smith, who is now principal at the IPS/Butler University Laboratory School 60 and was a student of Shelley’s. “I am sure this isn’t the way she would have mapped out her final semester, but if anyone would be back in the office, it would be her. She doesn’t let anything slow her down. She is someone who can endure anything.”

She is still undergoing tests to find out why she had a spontaneous brain bleed that January morning. But, she says, there may never be a definitive answer. She lived in fear for awhile, wondering if headaches were the sign of a weather pattern, or, something that only 3 percent of patients survive, as her doctors warned her husband and children as she was rushed into her first emergency surgery. But now she focuses on living in the moment, not looking back. Instead of getting up each morning thinking about all the tasks she should accomplish, she thinks about how lucky she is to have another day.

With retirement around the corner, though, it turns out everyone else is looking back, and thinking about all the things Shelley has done over her decades of work not only at Butler, but in the Indiana education arena.

She oversaw the infusion of the Reggio Emilia philosophy throughout the COE and the city, and then created two Indianapolis Public School/Butler Lab Schools. She shifted the model of the COE to one centered around student teaching and site-based instruction, established partnerships with several area schools, has been involved in state and national legislation and policy around the education of young children, and established a new physical space for the College on South Campus.

But more than all of that, when Shelley arrived at the COE, there was no clear collective mission or vision, colleagues say. She is, largely, behind a major shift, hiring and looking for collaborative, forward-thinking colleagues who now engage in joint decision making and responsibility, and who now rattle off the College’s mission on demand, they say.

Not bad for someone who never wanted to be a dean.

 

Always a teacher

Born to a funeral home owner and a stenographer, Ena Shelley always knew she wanted to be a teacher.

She loved playing school. She would teach anything to anyone. But, to be specific, it all started with baton twirling. Shelley is a baton twirler, so she would gather anyone who was interested in learning the craft and give baton lessons.

Her older brother and older sister are teachers, too. Her mom was secretary of the school board. Her sister is now president of the same school board back in Shelley’s hometown of Cloverdale, Indiana.

When Shelley reached high school she signed up for a Cadet Teaching program and became hooked on elementary education.

“I was instantly drawn to how children think,” she says.

She looked at Butler when it was time for college. But, ultimately, chose Indiana State University. There was one main difference between the two schools, she says.

“They had a Lab School, Butler did not,” she says. “That was what I was looking for—that hands-on experience where we would watch teachers working with kids and learn directly in a classroom.”

Another draw was a professor she met during her first visit, Jan McCarthy. McCarthy would later become Shelley’s academic advisor, and during one of their first advising appointments, Shelley told McCarthy that she was interested in teaching young children, but was really fascinated by what professors do.

Dr Ena Shelley's name plateMcCarthy never dismissed that, Shelley says.

After graduating, Shelley started teaching kindergarten in Perry Township, while getting her master’s degree at Indiana State. Then, one day, a call came from McCarthy.

“She’s on the other line saying, ‘Do you still think you want to do what I do?’ and I couldn’t believe she even remembered because I mentioned that so many years ago,” Shelley says.

McCarthy offered Shelley a doctoral fellowship. It started in three weeks.

 

Ideals are formed

The house had caught on fire, and the family could not afford to rebuild it. The floors were now dirt. The back walls were made of stapled-up cardboard refrigerator boxes. Taped to the cardboard boxes were the children’s art work, spelling lists, and graded tests.

This, more or less, was the scene that played out every other Saturday when McCarthy, Shelley, and the rest of the doctoral students traversed the state of Indiana as part of the doctoral program. From downtown Indianapolis, to Gary, to Terre Haute, they hit all corners of the state as part of the Head Start Program—a federal program that promotes school readiness for low-income families.

“When you see that kind of poverty it has a huge impact,” Shelley says. “I learned from the teachers in those towns that that is why you never say a parent doesn’t care. You don’t know what is going on. In spite of all that is in that parent’s life, she cares, and she is doing the best she can do. People are so quick to group people. And I say you don’t know those people. By the grace of God you aren’t in their shoes. Don’t make assumptions about that. Every time, no matter where I was, it was parents wanting better for their children, and wanting to do right by their children. That lesson has stayed with me.”

Shelley says she was 26 when she first walked into an IPS classroom. All the teachers were African American, old enough to be her mother, and wise beyond her years. After her first day she called McCarthy.

On the phone, Shelley expressed doubt about what she could possibly bring to the table as a teacher. The other teachers had experiences Shelley didn’t.

“Jan stopped me mid-sentence and explained that was the entire point, I had already learned the lesson. I was there to learn from them,” Shelley says. “And boy, they taught me. Those women really, really shaped what I thought about what we have to do to help all children, and how to understand adversity in a deep, profound way when it comes through the school door. What what can we, as teachers, do, and how do we prepare teachers to be able to work with that? How do you lift a community up, especially when I saw what I saw?”

Shelley also traveled the country with McCarthy during her doctoral program, watching her mentor testify at the state level and national level.

At the time, Indiana had next to no regulations regarding people who work with young children, and McCarthy was the president of the National Association for the Education of Young Children. Essentially, anyone could teach young children.

So, McCarthy traveled the state, at first, talking to legislators about the importance of supporting improved quality of programs for young people. And Shelley would tag along. Then they took their gospel to Washington DC. Summer after summer after summer.

“A lot of people have the ability to teach,” says McCarthy, who is 90-years-old, has been in the education field for more than 30 years, and keeps in touch with Shelley via group text. “But often, they don’t have that extra dimension. That vision side. Ena has that. She sees needs in our field and wants to find ways to meet those needs. She is an idea person and a person who solves problems. She has that extra dimension that allows her to make real impact.”

When it was time to graduate from her doctoral program at ISU, Shelley wondered about applying for a job at Butler—the school she turned down as an undergraduate—because she heard good things about it from teachers at Perry Township.

She applied, and got a call back. But, the news wasn’t so positive. It was the outgoing dean. He called to tell her a new dean was coming in, there were no openings, and they haven’t hired anyone in seven years.

 

‘It was meant to be’

Ena Shelley teaching 2005.After a 37-year career at Butler that included two stints as Interim Dean, that then led to Shelley becoming Dean in 2005, she says it was all ‘really crazy and meant to be.’

That’s because, after applying and being told there were no openings and no new hires in seven years, Shelley crossed Butler off the list. She started looking at IUPUI and the University of Indianapolis.

Then, a month later, her phone rang. It was the new Dean of the College, and there was an opening. Shelley interviewed, and started at Butler as an Assistant Professor in June 1982.

But, things weren’t exactly as she thought they would be, or should be.

“When I first came to Butler, and I don’t mean to sound critical, but I was taken aback,” Shelley says. “Most of our students were placed in very white privileged schools when it came to student teaching. They came from white privilege, and they student taught in white privilege, then they went back to white privilege. I thought to myself, there is this whole other world out there that we need to be placing our students in. there are students who need our great teachers. It was eye opening for me. There simply wasn’t enough rigor in our program. It was very traditional of teacher education and it wasn’t what I had experienced and I wondered why.”

So, Shelley did what she was wired to do: worked to make change.

She felt like Butler students weren’t seeing the bigger picture. From her experiences, she knew partnerships with public schools, and a Lab School, were essential pieces of the bigger picture. But, Shelley was also the lone voice.

Until Arthur Hochman came to interview.

“I was really thinking, I don’t know if I see Butler as the place I see staying,” Shelley says. “I just didn’t know if I saw myself there for the long haul because philosophically, it wasn’t working. Thank heavens, six years after I started, Arthur interviewed, and everything changed.”

Hochman came to Butler from New York City. He had never been to Indianapolis before his interview. But, he vividly remembers interviewing in the basement of Jordan Hall. Shelley was there, and after his interview, he called his wife immediately.

“I told her I met someone who is really, really smart, really funny, and has a wonderful heart,” says Hochman, who has been at Butler now for 31 years. “I asked my wife how she would feel about moving from New York City to Indianapolis. There was dead air.”

Hochman eventually convinced his wife. They moved to Indianapolis because of Shelley, he says. Shelley calls Hochman her ‘kindred spirit,’ the reason her career flourished at Butler. Hochman’s daughter often asked him, ‘can we go see the laughing lady,’ referring to Shelley.

The two of them got to work. They added a couple other ‘kindred spirits’ to the elementary education team who were philosophically aligned.

One of the first things they did was establish a full year of student teaching. Butler became one of the first programs in the country to have that. They also built partnerships with IPS, Lawrence, Washington, and Pike Townships, placing Butler student teachers all over.

Then, there was the master practitioner program, which still exists today. A master teacher would come to Butler and be part of the College for a year, and the College would pay a first-year teacher salary as a replacement. The master teacher would look at the College’s curriculum, teach, and share relevant information with students.

Butler professors also started teaching their classes in schools.

“This was a game changer,” Shelley says. “The partnerships were key because I would be in a classroom with my students on the floor working with kids and students would be by my side, and I would say, see, did you catch what that child just did? That is Vygotsky Proximal Development right there. That is what we just read about. It brought everything to life.”

In the back of their minds, from the beginning, there was always the need for a Lab School.

 

Lab School comes to life

Shelley had read about Reggio Emilia for quite some time. And in 1998, she was ready to go see it in practice, first hand.

So, she took a sabbatical to Italy, and realized everything needed to change.

“It was unbelievable,” she says. “When I was there I knew we had to change our entire curriculum. We had no schools on this pathway, and because of that, it would be impossible to teach undergrads this type of teaching.”

Ena Shelley speaks to children at opening of IPS Lab School 55Reggio Emilia follows the interests of the child, and builds on what children know. It starts with the belief that children are all capable, confident, competent learners, and as teachers, it is your job to not just teach, but also learn. There is no thought that a child can’t do something.

When Shelley returned from Italy, she started implementing this method of teaching at the Lawrence Township Learning Community in the early childhood program. Then, with Shortridge, Warren Early Childhood Center, and St. Mary’s Childhood Center. Eventually, Butler students got involved, too, learning along with the teachers at these schools.

But, that elusive Lab School was always on Shelley’s mind. And she continued to make her pitch.

She eventually got a meeting with Gene White, IPS Superintendent at the time, and Bobby Fong, Butler’s President at the time. They told her to bring a list of everything she needed to make a Lab School happen.

She arrived at the meeting, sitting between the two men. She gave each a copy of her list. There was silence for a long time. Then, they both said the list looked good to them.

“I couldn’t believe it,” Shelley says. “Just like that, I thought, this was going to happen.”

Now, there are two Lab Schools. Ron Smith, who first met Shelley in 1984 when he showed up on Butler’s campus and Shelley was his advisor, is principal at the first Lab School. Shelley told Smith about Reggio Emilia after her sabbatical. She suggested he read a book about it, after he expressed some doubts about its effectiveness.

He finished the book on a plane ride. When he landed he called Shelley and told her he had to get involved in a school that taught this way.

But it is much more than just this philosophy that Smith owes to Shelley.

“I like to say that I am convinced I am Ena’s favorite student of all time, but I know that there are thousands of other Butler grads that also know they were Ena’s favorite student of all time,” he says. “Ena just has a way of making you feel as though you are the most important person in the world when you are interacting with her.”

When Smith walked into Shelley’s office as a freshman, he wasn’t into school all that much. It always came easy to him in high school. Grades weren’t important to him. He suspects he would have gone on to become a teacher regardless of the college he went to, but because of Shelley, and because of Butler, his career has become so much more.

“I often have reflected on what my path might have been and I just suspect that whatever success I have had in life is in large part due to the opportunity I got at Butler, and more importantly, is due to my opportunity to have interaction with, and to learn from, Ena,” Smith says. “The College of Education is a very personal college. It is a college where you feel that people know you and care about you. I just suspect that if I had gone to a larger university, I would have gotten my degree, would have become a teacher, but I don’t think my career would have been what it has been if I hadn’t had the chance to learn from Ena.”

 

‘Everything has worked out the way it was supposed to’

On New Year’s Eve 2018, Shelley wrote in her journal.

“Wow, what a year. Took students to France, took students to Italy, bought a house, decided to retire.”

Then, her journal went blank.

“Maybe next time, I shouldn’t write all that down, I should keep it in my head,” Shelley says. “Maybe I jinxed myself.”

On Jan. 9, everything changed. Doctors tell her now it was a spontaneous brain bleed. After ‘a gazillion’ MRIs, MRAs, and tests Shelley doesn’t even recall, the conclusions all point to just bad luck. A random occurrence that likely won’t happen again.

Her head is still tender. She cannot put headphones in, can only sleep on her back or her left side--she puts pillows up so she remembers not to roll over, and doctors say it will likely be another six months before she feels fully herself.

That day is still fresh in her mind. Angela Lupton called 911. She kept squeezing Katie Russo’s hands as she waited for the ambulance to arrive. There were cold paper towels on her. But she doesn’t remember anything after getting in the ambulance.

They rushed her into surgery. Her brain had been pushed beyond the midline. Three percent of people survive what Shelley ended up surviving. Doctors told her husband, as they rushed her into surgery, that they didn’t expect her to make it out alive. Her son was speeding on the highway, en route to the hospital from Louisville, Kentucky.

Shelley was in intensive care for six days. She doesn’t remember any of it. Then, on Jan. 11, her brain started bleeding again. They went back in for a second surgery. Her husband signed the papers as they rushed her down the hallway and into surgery. Again.

After the second surgery, Shelley was improving. Six days later, she was starting to make progress. She stood up for the first time in about three weeks. A speech therapist arrived and asked Shelley to name as many words as possible that start with the letter F. That was easy. The speech therapist switched to A. Shelley opted with ‘anthropomorphism.’ The speech therapist moved on to another test. Her wires were clearly connecting.

Shelley was making such positive progress that she met her goal—she was able to attend the national American Association of Colleges for Teacher Education Conference in Louisville on Feb. 24. But, after the conference, she had a seizure.

She was rushed to the hospital for another surgery. She had an infection. Her left arm didn’t work for awhile, she answered emails with one finger, and her short term memory is still not where she would like it to be.

“But, honestly, I feel so blessed,” she says. “I don’t have cancer, I have another day. I think of things differently now. Everything has worked out for me the way it was supposed to, and I am just lucky to have another day.”

With retirement right around the corner, Shelley says she is most proud of the 16 people she has hired into the College, as well as the partnerships she has developed, and the Lab Schools.

But more than that, it is the vision and mission of the College that will outlast all of that, she says. It is the work she set out to do when she got to Butler—change the vision of the College—but the groundwork for which was laid as a student long before stepping on campus.

“I believe if you are a teacher, you should be able to be a teacher of all children, not just some children,” she says. “Every child in our society deserves a great teacher, and you may not know where you will be as a teacher, but I feel like the way we shape our country is through education and if we want a better life for everyone, we have to do our part as teachers to make that happen.”

Now, she will retire to Savannah, Georgia, but has family in Indianapolis and Louisville, so will be in town often. She will be as involved, or not involved, in the College as the new Dean would like. But, no matter how physically involved she is, her impact will be felt on campus and in the community.

“It is impossible to be in the education field and not feel Ena’s influence around the city, and quite frankly, the state,” Smith says. “So yes, while she is retiring, her impact will always be felt because of all the work she has done that will, honestly, likely outlast the majority of us. That is true impact and that is Ena.”

Ena Shelley at Commencement
People

‘Meant to Be’: Ena Shelley’s 37-Year Career at Butler

After 37 years of service to Butler, Dean of the College of Education, Ena Shelley retires.

May 30 2019 Read more
Ed Carpenter driving the #20 car
Unleashed

Ed Carpenter, The Man of May

BY Michael Kaltenmark ’02, MS ’16

PUBLISHED ON May 23 2019

The Month Man of May

May in Indianapolis. The month that Ed Carpenter ’03 lives for. The month that drives him.  

In Carpenter’s world, everything—his marriage, his family, his friendships, his livelihood—revolves around May.

And the arrival of May this year brings the 103rd running of the Indianapolis 500 and Carpenter’s 16th attempt at what he hopes will be the culmination of a lifetime of hard work, determination, and the realization of life-long reverie.  

Carpenter has made it his job to win the very race that has made everything possible for him. The very race that is, well, more than a race to him. A task derived from a single burning desire.

One man’s mission to master one month.

 

Bulldogs Aren’t Born, They’re Made

Carpenter wasn’t born a racer, nor was he born in a racing family. He was acquired by one.

Born just across the Indiana state line in Marshall, Illinois, Carpenter caught the racing bug in grade school. The year was 1989, and Carpenter’s exposure to the sport came when his family moved to Indianapolis and his mother, Laura George, married Tony George—a name also synonymous with May in Indianapolis.

George is the son of Elmer George, a late 1950s and early 1960s era Indy 500 driver, and Mari Hulman George, the late matriarch of the Hulman George family which has owned the Indianapolis Motor Speedway since 1945.

With the George’s racing connections, and Carpenter’s desire to try his hand at his new family’s business, young Carpenter quickly discovered he had a knack behind the wheel.

So, Carpenter spent his formative years on local dirt tracks and backwoods ovals, turning circles and honing his craft, all while attending school at Park Tudor School in Indianapolis. Meanwhile, 16th & Georgetown became Carpenter’s playground, spending the May months of his youth amidst Gasoline Alley, and occupying his summers by cleaning golf carts at the Brickyard Crossing Golf Course.

“I was just having fun as a kid in Indy,” Carpenter says. “I wasn’t fully processing what it could be or what it takes to get somewhere like that. I always enjoyed being at the Speedway, but I don’t think I realized what it could be until I got a little further along in my career. As I moved through the ranks, then I really started to get it in my head that I could do that.”

Carpenter’s progression moved steadily. Racing quarter-midget cars led to midgets cars, then Silver Crown, and then sprint cars as Carpenter climbed the USAC ranks. And as the racing became more serious, so did Carpenter’s focus. From then on, his sights were set on the Indianapolis 500.

But, there was school, too. The parallel trajectories of racing and education would come to a head as Carpenter finished high school.

Carpenter was ready to continue racing. His mother had other ideas. They both got what they wanted.

 

Butler Bound for Indy Crown

“My choice in Butler was really just a matter of logistics,” Carpenter says. “It was the closest to my race shop. I wish there was a better reason as to why I chose Butler, but I’m still really happy with the decision.”

So in fall 1999, just a few miles from his childhood home and the historic speedway, Carpenter moved into his new home, Ross Hall.

The marketing major made quick work of his studies and homework so he could spend as much of his free time on racing as possible. Still, the classroom served its purpose for Carpenter, perhaps initially in the form of discipline and a worldly perspective, and later in the form of preparation for a career in racing beyond driving.

“Beyond just the learning that took place in the classroom, Butler really prepared me for the dual role situation that I’m in now,” he says.“I was a professional student and a professional racecar driver, so I had to learn how to manage both of those things stay on top of school work, the racing, and everything else I was doing. I don’t think I would’ve been able to sustain the type of career I’ve had without that experience.”

Carpenter raced all throughout his time at Butler and by May 2003, Carpenter’s mother got her wish as her son walked across the stage at Hinkle Fieldhouse to receive his diploma. A week later, Carpenter got his wish by driving to victory in the Freedom 100 at Indy. While it was a win in the Indy Lights Series, a step below Indy cars, it was still his first taste of winning at the Brickyard.

Later that fall, Carpenter made his first NTT Data IndyCar Series start at Chicagoland Speedway. The following season, Red Bull Cheever Racing signed Carpenter for his rookie season, and he’s been driving in IndyCar ever since. As Carpenter found success behind the wheel, he also set his sights on new opportunities outside the cockpit.

 

The Butler Way

In late 2011, Carpenter had the opportunity to partner with step-father Tony George, and local businessman Stuart Reed to start his own team, Ed Carpenter Racing. The multi-car operation, complete with full crew, equipment, and resources, has allowed Carpenter to secure his seat at Indianapolis for the foreseeable future.  

And with that, Carpenter not only became one of the few college graduates in the field, he also became the only driver/owner in IndyCar. Because of his dual role, Carpenter holds a unique position in the paddock. In one instance Carpenter may be head-to-head with his driving competitors, and the next he’s shoulder-to-shoulder with the sport’s other powerful team owners.

That can be heady stuff for a thirty-something in any profession, but Carpenter understands that racing is a people business, no matter his role. Whether as driver or owner, Carpenter is focused on how to be operate, manage, and motivate his own team. His Butler experience offered him insight into his approach.

“I think there’s a Butler influence, at least in a subconscious way,” Carpenter says. “The emphasis that Butler puts on culture, especially in athletics, is something I subscribe to and believe in. A lot of people talk about culture, but it's something that really requires follow through and trust. That’s my focus as a leader of my team.”

Carpenter’s ability to motivate and retain his crew at Ed Carpenter Racing is evident in the familiar faces that have been with the team since the beginning. That continuity has also attributed to the team’s recent success at Indianapolis which now boasts multiple front row starts and Top 10 finishes at the Brickyard.

In Ed Carpenter Racing, Carpenter has found strength in numbers. By sharing his vision for success at Indianapolis, he’s brought his team along for the ride. Each May they are serious contenders. This year more than ever.  

 

Unleashed

Carpenter’s Front Row starting position for the 103rd running of the Indianapolis 500 will be his third consecutive at Indianapolis, and his fifth time in seven years. Moreover, teammates Spencer Pigot and Ed Jones will start just behind him in positions third and fourth, making Ed Carpenter Racing the collective best in the field.

Results like this are proof of Carpenter’s hard work, determination, and Bulldog mentality, which is fitting for a guy that will don a Bulldog logo and other Butler marks on his helmet for this year’s race. In 16 tries at Indianapolis, Carpenter has gone from Indy 500 back-marker, to underdog, to black horse, and now perennial favorite, in more than one sense of the word.

Certainly, his speed makes him a likely winner, but it’s Carpenter’s humble and relentless pursuit of success at Indy that has endeared him to those that fill the stands on race day; to those that revere this race just like he does.

“I dream about winning at Indy all the time. So, I just stay focused on that and do the work necessary to make that dream a reality.”

Anything can happen over the course of 500 miles, including victory. That’s the only outcome that will appease Carpenter this May. And it’s just the sort of outcome to expect when you unleash a Bulldog with a dream and a really fast car.

 

Photo Credit: IMS Photography

Ed Carpenter driving the #20 car
Unleashed

Ed Carpenter, The Man of May

One man’s mission to master one month.

May 23 2019 Read more
Emily Nettesheim at the Capitol Building
AcademicsResearchUnleashed

Why We Dance: Butler Student Researcher Refutes Her Generation’s Reputation

BY Marc D. Allan MFA ’18

PUBLISHED ON May 10 2019

Emily Nettesheim '19 has heard her generation called lazy, entitled, and selfish. Her research—which she presented in Washington, DC, in late April to an audience that included both of Indiana's Senators—suggests that those labels are misguided.

Since sophomore year, Nettesheim has been examining why so many students participate in Dance Marathon, the annual fundraiser benefiting Children’s Miracle Network Hospitals, a non-profit organization that raises funds and awareness for more than 170 pediatric hospitals across North America. This year at Butler University alone, more than 500 participants raised over $365,000.

"Especially in light of how millennials have been portrayed negatively in the media, I knew the passion, drive, and sacrifice I was seeing in Dance Marathon was counter-cultural and special," says Nettesheim, a Health Sciences and Spanish double major from Lafayette, Indiana.

In a survey of Butler, Ball State, and IUPUI students, she found that an overwhelming majority participated in Dance Marathon because they were acting on their values—and because participants have the opportunity to meet families affected by the hospital, and visit the hospitals for tours to see first-hand where the money is going.

"Millennials tend to be motivated if they can see the impact of the cause," she says.

More than 85 percent also said they benefited from participating by developing maturity and specific skills, such as communication and empathy, that they can use later in life, according to Nettesheim’s research.

 

*

Nettesheim's story starts not with Dance Marathon—her high school didn't participate—but with her interest in Indianapolis-based Riley Hospital for Children, the beneficiary of Indiana Dance Marathon events. When her parents' friends asked what she wanted to do when she grew up, she said she wanted to be in the medical field and work with kids.

In 2015, when she arrived on campus, she heard about Dance Marathon almost immediately at an event about campus organizations.

"It sounded like a great opportunity to get my foot in the door somewhere I wanted to work," she says.

She joined the Riley Relations Committee as a first-year student—the committee works directly with Riley families—and fell in love with the people, and what Dance Marathon stood for. Sophomore and junior years, she served as the director of Riley Relations, and senior year became president.

In fall of her sophomore year, she started thinking about a subject for her honors thesis. She met with Pharmacy Professor Chad Knoderer.Knoderer had never taught Nettesheim, but after talking to her and hearing about her interest in Dance Marathon, he suggested that it could be her focus.

"As I researched more," Nettesheim says, "I realized that nonprofits across the country are experiencing issues trying to recruit donors and volunteers, and that the Dance Marathon movement is the No. 14 fastest growing peer-to-peer campaign in the nation. It became really evident that something different and unique is happening. So I wanted to see if I could figure out why—or at least quantify it a little bit."

She and Knoderer worked together on how to design the thesis, roll it out, and make it realistic to be completed. With help from Butler's Center for High Achievement and Scholarly Engagement (CHASE), everything came into focus.

Normally, the final step in the work Nettesheim was doing would be to write and turn in her honors thesis. And she did that—a 35-page paper.

But she wanted to do more. So early this year, she submitted an abstract to present at Posters on the Hill, the Council on Undergraduate Research's annual undergraduate poster session on Capitol Hill.  Members of Congress and their staff gather at the presentations to learn about the importance of undergraduate research through talking directly with the student researchers themselves.

The selection process is extremely competitive, but Nettesheim beat the odds—becoming the first Butler student in memory to be invited to participate.

"I can’t say definitively that she’s the first," says Rusty Jones, the CHASE Faculty Director, "but she’s certainly the first that I know of. What’s especially great about the Posters on the Hill event is that they are highlighting the importance of undergraduate research to our lawmakers in DC."

 

*

Part of Nettesheim's goal was to detail her findings, but she was also in Washington to share the value of undergraduate research with members of the Senate and Congress, and their staffs.

Nettesheim's father worked at Purdue University, and being around research there got her interested in it from a young age. She chose Butler precisely because she wanted the opportunity to do her own projects.

"It's so cool that even at a small university, there have been so many opportunities for me to get involved in research," she says.

In addition to delving into students' motivations to participate in Dance Marathon, Nettesheim also has worked in the Neurobiology Lab at Butler with Associate Professor of Biology Jennifer Kowalski. She's studying microscopic roundworms known as C. elegans, which have nervous systems similar to humans.

"It’s exciting to share the impact of research in my life and be the face behind the cause of research," Nettesheim says. "I've had much more of an opportunity to get involved and have my research be my own here than I would have had the opportunity to do elsewhere."

And that, says Knoderer, is the takeaway: Butler encourages and supports undergraduate research.

"If you've got an idea, go for it," he says. "The sky's the limit. I knew what Dance Marathon was from working at Riley Hospital for a number of years, so I knew the organization and what it was, but I didn't necessarily know how to approach her question. But there are enough people to help support a student and see their project through."

Emily Nettesheim at the Capitol Building
AcademicsResearchUnleashed

Why We Dance: Butler Student Researcher Refutes Her Generation’s Reputation

Millennials tend to be motivated if they can see the impact of the cause.

May 10 2019 Read more
Haley Sumner and her dog Ezzie
People

Finding Alternative Ways to Succeed

BY Marc D. Allan MFA ’18

PUBLISHED ON May 10 2019

When Mary Gospel found out she was going to be teaching a student who is blind, she wondered how that was going to work in a major—Communication Sciences and Disorders—that requires so much visual learning.

Then Haley Sumner came to class, and she had her answer.

"I've had Haley in class four times," says Gospel, Butler University Senior Clinical Faculty in Communications. "The only time I really even was thinking about her being vision-impaired was the first class. After that, you just forget because she handles everything so well. Outside of having a dog in the classroom, which is unusual, you just forget. She is such an amazing, strong student, and knows how to advocate for the things she needs to make the material in the classroom work for her."

That's precisely how Sumner wanted it. She has spent her life finding alternative ways to succeed, and she continued that at Butler.

She finished school in four years with a double major in Communication Sciences and Disorders (CSD) and Spanish. Along the way, she was involved in Student Government Association for three years, and  the Butler University Student Foundation.

"I've been able to develop work connections with graduates, and gotten an idea of what life will look like after college," she says. "If it wasn't for those organizations, it would have been harder for me to make connections, and feel comfortable with the next chapter of my life.”

In summer 2018, Sumner did an internship in the Human Resources department at Eskenazi Health. That spurred her interest in working for a large organization, like Eli Lilly and Co. or Salesforce when she graduates. She's now in the interviewing process.

*

Haley Sumner came to Butler from Ben Davis High School in Indianapolis. Sumner was born three months prematurely, weighing less than two pounds. She’s been blind since birth.

She started in Exploratory Studies, and chose CSD as a major because she had gone through speech therapy when she was young.

"I can't think of a day or even a moment in my life where I thought, 'I wish I could see this right now,'" she says. "I'm so grateful for the experiences I've had. I feel like we're all designed in a unique way."

She has navigated campus with help from her service dog, Ezzie. A text-to-speech machine turned her textbooks to audio. When she had classes that were heavily visual, she relied on tactile formats to feel what she couldn't see.

She says that in one class that dealt with topics such as anatomy and soundwaves, Butler's Student Disability Services office hired older students to draw diagrams she needed for exams and lectures. She has special paper that, when drawn on, makes raised lines, so she can feel what the picture is showing.

Sumner explains that for a drawing of a brain, for example, she can  feel where each lobe is located, and make a square or a circle in her mind, and then try  to put each part together to develop an understanding.

"Once I'm able to gauge where everything is mapped out on the page, then I'm able to make a mental image of it," she says.

*

Gospel says having Sumner in class made her a better teacher. She had to think more purposefully about how, and what, she taught. It forced her to prepare more thoroughly.

In one course, where students were expected to learn phonetic symbols instead of using alphabet letters, Gospel was flummoxed. She was unsure how to possibly make this accessible for Sumner.

Gospel teamed up with Kathleen Camire, Assistant Director of Student Disability Services, and Sumner. Not only were they able to come up with the necessary technology, but the three of them co-wrote a paper that Gospel presented at the American Speech and Hearing Association, about the technology and strategy needed to teach phonetics to a student with vision impairment.

Gospel says Sumner also made an enormous impact on the Butler Aphasia Community, a group of people who have had strokes who come to campus to work on their language skills with Butler students.

"They adored her," Gospel says. "She related to them so well, and they related to her. They saw how she was able to overcome obstacles with a positive attitude and sense of humor. They were inspired by her spirit.

Sumner says she comes at whatever she does with great empathy for others.

"Whenever I hear people complain or I hear them having a bad day, I try to get closer to them and help them find ways to make their situation positive or help them find a positive point in their day," she says.

Haley Sumner and her dog Ezzie
People

Finding Alternative Ways to Succeed

Sumner says she comes at whatever she does with great empathy for others.

May 10 2019 Read more
Ta-Nehisi Coates speaks at Clowes Memorial Hall
Arts & Culture

Renowned Author Ta-Nehisi Coates Speaks at Clowes on Race and Writing

BY Marc D. Allan MFA ’18

PUBLISHED ON May 09 2019

Ta-Nehisi Coates describes himself as “a black writer, and I write a lot about race,” and on May 8, at Butler University, he talked a lot about both race and writing.

He reiterated the case for reparations that he made in a much-discussed 2014 article in The Atlantic, and he said his goal when he writes is, “I want to feel good. I want to be at peace. I need to internally feel good about my writing.”

He told a 10-year-old white girl who asked what she can do to act against racism to listen and read. “I would be trying to understand more than I would be trying to act.” And he cited E.L. Doctorow’s Ragtime as a book that particularly inspired him.

“It’s beautiful and literate, but there’s a lot of history in it,” he said.

Coates, who won the National Book Award for Between the World and Me and has found another level of fame writing The Black Panther and Captain Marvel comics, was at Clowes Memorial Hall to deliver the Indianapolis Public Library’s 42nd annual Marian McFadden Memorial Lecture. Rather than a lecture, it turned out to be a loose, freewheeling conversation between Coates and author Tamara Winfrey Harris.

Among the topics Coates discussed:

  • The importance of libraries. Coates said that as a young man in a rough area of Baltimore, he found safety in libraries. He urged the audience “to support your library system.”
  • What he’s learned about race over the years. “I didn’t understand how fundamental the black experience was to the American experience … If you don’t understand this, you really don’t understand your country.”
  • He’s in favor of taking down Confederate soldier monuments. “I think we are moving in the right direction.”
  • He doesn’t view himself any differently after receiving a MacArthur “genius” grant, the National Book Award, and other accolades, and he doesn’t think of himself as a genius. He compared praise for his work to hearing nice things about your children. “And then you remember every single thing your kid did wrong ... As long as I don’t think of myself as a genius, I think I’m OK.”
  • He said Between the World and Me went through three significant revisions. After one, he received a 2,000-word letter from his editor that he boiled down to this: “Brah, this is not it.”
  • His next book, The Water Dancer, is a novel he’s been working on since 2009. He declined to talk about it other than to say “I hope you read it. I hope you enjoy it.”
  • As a young man, he was influenced by comic books, Dungeons and Dragons, and hip-hop, citing Rakim, Nas, and the Wu-Tang Clan as particularly important to him.
  • “Even now when I’m writing, I listen to hip-hop because … when you write, what you try to do is pack the most emotion and feeling and information into the smallest amount of space. Rappers are really good at that.”
  • He thinks he’s a better person for having quit Twitter. With 1.2 million followers, “you lose the freedom to be yourself.”
  • How his fans should talk to Trump supporters. “I think a lot of times our dialogue assumes that there are people who are decent and good people and if we just gave them the right information and said it the right way, they would see it as you see it. But lost in that is the possibility that there are people—not to generalize—who don’t want to see it that way, and indeed have a vested interest in not seeing it that way…. All I can do is write and speak in a respectful but clear and candid manner.”
  • Asked about reparations, he cited the 20-to-1 wealth gap between whites and blacks, and the need for “radical action” to repair it.

“It’s not just that black people have an infinitesimal amount of wealth compared to white people. It’s that because of segregation, black people only live around other people who have an infinitesimal amount of wealth. Their entire network is other people who have been stolen from, so you have been individually plundered, everybody who lives around you has been plundered—your mother, your grandmother, your great-grandmother was plundered, and their mother, grandmother, and great-grandmother were plundered too. So in every direction, it’s theft. And on the other side, what you see are whole communities of people who live around each other who have benefited from that theft.”

Ta-Nehisi Coates speaks at Clowes Memorial Hall
Arts & Culture

Renowned Author Ta-Nehisi Coates Speaks at Clowes on Race and Writing

Ta-Nehisi Coates describes himself as “a black writer, and I write a lot about race.”

May 09 2019 Read more
Maddy Smith and her daughter Arabelle

A Mother’s Promise: Against All Odds, Butler Senior is Ready to Graduate

BY Rachel Stern

PUBLISHED ON May 09 2019

INDIANAPOLIS—Madeline Smith was in third grade when she attended her first college class. It was math. Finite, to be exact. And she loved it.

Her mom, Sarah Taylor, didn’t really have a choice but to bring her young daughter with her. She was a 30-year-old college student at Indiana University. She had returned to college years after giving birth to Smith and realizing, if she wanted to stop working 16-hour shifts and provide a better life for her daughter, a college degree would help. So, Taylor packed up her whole house, put everything in storage except for two tents, and headed to Yellowstone Woods in Bloomington, Indiana with Smith. They camped out for two months—Taylor and her 10-year-old. Taylor bused tables, saving up for an apartment. She had a friend watch Smith during most classes, but when she had to, Taylor brought an extra set of hands with her to class. Turns out those hands shot up in the air on more than one occasion when questions were asked. Especially during Finite.

“I knew I had to make a change to make Madeline’s life better in the long-run, and I am very thankful she was a resilient individual, because she powered through some tough times,” says Taylor, who has worked in Human Resources since graduating from IU. “She was my study buddy who would hold up flashcards for me during dinner, while I was doing laundry, everything. She took notes in her own notebook during Economics. She always loved learning and saw firsthand from those days that knowledge is power, and education can transform your life.”

That love of learning was always on display. In elementary school, Smith preferred reading to riding bikes with her friends. And when she brought home her first B at Southport High School in Perry Township, Smith cried hysterically, studying all night, determined to bring her grade back up to an A.

When it came time to make a decision about college, Taylor was biased. She took her daughter back to Bloomington where the two had many fond memories. Smith earned a 21st Century Scholarship—up to four years of undergraduate tuition at participating universities in Indiana—so Taylor knew her daughter had options. They also visited Butler University.

“After being on campus, Butler became a no-brainer,” Smith says. “I loved the atmosphere here. I loved the fact that just six buildings make up the academic section. There was such a community feel right away. With larger institutions, it felt like you had to walk across an entire city to get to class. I didn’t want to be in a department where there are 25 professors and you never meet half of them, and they don’t know your name, and you are just another face. I wanted to be Maddy, and at Butler, it became instantly obvious to me the I would have that type of experience.”

Then, one day during Smith’s senior year of high school, she sat her mom down. She needed to talk to her. Smith was pregnant. They had a long talk—both cried and were scared—but, Smith made one thing clear: her goals would not shift, and she would go to Butler as planned. Taylor explained that she would understand if Smith needed to take a slightly different route, or adjust her timeline. But Smith was adamant. Nothing would change.

Four years later, Smith is on the cusp of graduation. She will join nearly 1,050 other students on Saturday for Butler’s 163rd Spring Commencement. She will fulfill the promise she not only made to her mom, but to herself, and to her daughter, Arabelle.

The Anthropology major and History minor will walk across the stage right on time, just as she planned four years ago. She is a bit more tired, but also incredibly grateful—for the scholarships, support from faculty and family—and proud—for trusting herself and sticking to her plan.

 

‘I’m exhausted’

The timing, actually, could not have been better for Smith. She was determined to not miss any significant class time, and her daughter was due in December, when Butler was closed for Winter Break.

So, Christmas 2015 arrived, she went to the hospital, and Arabelle arrived on December 27, 2015. Two weeks later, school started, and Smith was in class.

“It was really hard. To be honest, second semester of my first year is a blur,” Smith says, “It is recommended that you have six weeks of bonding time with your baby, and I had like two. But, I would have had to take medical leave if I missed school, and I wanted to graduate on time. It was really difficult, and exhausting, and things you don’t think about, like nursing, were messed up, but I knew I had to get through it.”

On top of having a newborn, Smith had to move to Kokomo during her second semester—about an hour from Butler’s campus—because her mom was relocated from Indianapolis to Tennessee for work. She moved in with her aunt and uncle, and then made the hour-each-way commute every day for classes.

Maddy's daughter, ArabelleShe learned traffic patterns very quickly, she says. She also learned time management.

Each day she woke up at about 5:00 AM, got ready for school, got her daughter ready for daycare, drove to campus for classes, and would return home to pick up her daughter from day care at around 5:00 PM. Then it was dinner time, bath time, bedtime for Arabelle, homework time for Smith, and, hopefully at a reasonable hour, bedtime for Smith.

“The way she has juggled everything has amazed me. But that is Madeline,” Taylor says. “I have seen her up until 2:00 AM working on a paper, or sometimes asleep in a book, trying to finish assignments. Her determination is what has gotten her to this point, and her love of learning.”

It wasn’t always clear to Smith that she made the right choice, though. There were times, she says, she missed out on things like parent-teacher conferences, or making snacks for her daughter’s daycare. Or other things, like homecoming, Greek Life, and just a typical social life on campus. Between classes and taking care of her daughter, Smith has juggled several jobs throughout her four years, such as working at a gas station, working at a fast food restaurant, the Butler IT Help Desk, pizza delivery driver, to name a few.

 

Tight-knit community

Elise Edwards has an adult son, and, after a day of teaching Anthropology as an Associate Professor at Butler, she is drained, she says. So, to see Smith, a first-year student who can juggle being a mom and keep up with her studies, amazed Edwards.

“Maddy is an incredibly smart student. She writes well, thinks well, and despite all of the outside pressures she faces, has remained incredibly focused,” Edwards says. “She is very intellectually curious and, miraculously, hasn’t allowed any additional challenges to get in her way.”

Edwards worked with Smith on an independent study project looking at the Anthropology of Africa. The two handpicked ethnographies on Africa and met weekly to discuss the readings. After graduation, Edwards says, she will really miss these conversations.

But it wasn’t just that Smith was able to keep up, Edwards says. She was often ahead of the class. On more than one occasion, Smith would raise her hand and remind the class that rough drafts were due in a week.

Instructor of German Michelle Stigter was the first person on campus Smith told about her pregnancy. Stigter was her First Year Seminar professor, and the two instantly connected.

“I am the child of teenage parents, and I know the odds are stacked against young women who get pregnant in terms of college completion,” Stigter says. “Being a mom and something else is hard enough, but being a mom and a college student is really difficult. Maddy has a tenacity to move forward and make life happen for her and her daughter that has been incredible to witness.”

Most who know Smith, Stigter says, aren’t even aware she has a daughter. She has been determined to be like every other student and not let her family situation influence her college experience.

It was Stigter who nominated Smith for the Betty Murnan-Smith Scholarship—given to single parents enrolled in the College of Liberal Arts and Sciences, who have at least a 3.0 GPA.

Stigter nominated Smith in 2017, and since then, Smith has received the scholarship for the last three years.

“Without scholarships I never would have been able to come to Butler and receive the education I have received,” Smith says. “To have people that don’t even know you set up scholarships that you’ll eventually benefit from is something I am so grateful for. But, to then have professors looking out for you, and really advocating for you—it is all just so amazing.”

 

An education for everyone

Betty Murnan-Smith ’44 always loved to learn, too.

Born in Indianapolis in 1921, her father died of leukemia when she was 12. Suddenly left to raise Murnan-Smith alone, her mother moved them into the back room of a dried goods store to save money. The two shared a bed, her mother sewed their clothes, and a curtain enclosed their room.

Murnan-Smith rode her bike to school, always eager to get there, says her son, Timothy Smith. A high school English teacher of hers saw her talent as a writer and asked her if she planned to go to college. She said she couldn’t afford college, but her high school teacher told her she still could go, and introduced her to Butler.

“My mom worked her way through school. She had every kind of job you could imagine. She grinded magnesium for airplane parts, she was a soda jerk, an artist model, a Rosie the Riveter,” says Smith, who now lives in Los Angeles. “She was an uncommon woman of her time, one who was fiercely interested in women not following the well-traveled path but taking another option, and daring to do something great with their lives. She got that from her mother.”

Her favorite job, though, was on campus at Butler helping Professor of English Allegra Stewart grade papers. Stewart told Murnan-Smith that she had so much potential, and inspired her to become a professor, too. Murnan-Smith would go on to name her daughter Allegra, after Stewart.

“At a time when most women were becoming domesticated and looking for husbands, my mom went to Butler and had professors who showed her all the potential she had and all the options available to her—that she really could do anything,” Smith says.

Murnan-Smith would go on to teach at the University of Wisconsin-Waukesha. Later in her life she established the Betty Murnan-Smith Scholarship for single parents at Butler.

Her children didn’t even know about the scholarship until the end of their mother’s life, but it certainly doesn’t surprise them.

“It resonates with everything we understood about her. She would save pennies and dimes to help those who are trying to fulfill their dreams, despite challenges,” Smith says. “She taught us from a young age the importance of education. We were 12 and she was telling us the unexamined life is not worth living. She wanted to make sure she did her part to provide that for everyone. She actually sounds a lot like Maddy from the bit I have learned about her.”

 

‘A really special day’

Taylor will be at Hinkle Fieldhouse on Saturday, watching her daughter graduate. Arabelle will not. She would be bouncing off the walls during a long ceremony like that, Smith says.

But, the day will be an emotional one.

“I couldn’t be prouder of my daughter,” Taylor says. “I have seen first hand all she has juggled with school, but also raising my granddaughter and being a wonderful mother, and sticking to her original goals and not wavering. She has always been so driven, but to see everything come to the final stages, it will be such a special day.”

After graduation, Smith is hoping to go into event planning, but she is still exploring her options. Whatever she ends up doing, though, she hopes to one day help others like her—sort of like Murnan-Smith.

Maddy Smith and her daughter Arabelle

A Mother’s Promise: Against All Odds, Butler Senior is Ready to Graduate

Arabelle arrived on December 27, 2015. Two weeks later, school started, and Maddy Smith was in class.

May 09 2019 Read more
Mother with children
AcademicsResearchUnleashed

The Precarious Position of Muslim Orphans to Be Focus of Butler Professor's Research

BY Marc Allan MFA `18

PUBLISHED ON May 01 2019

Nermeen Mouftah, Butler University Assistant Professor of Religion, was in Egypt for her first project. She was studying the ways Islamic reformers have turned to literacy to improve conditions in their countries.

But, while doing that research, she noticed that nearly every nonprofit organization not only had some kind of literacy project, but they also did work with orphans. That got her thinking about Muslim orphans, their care, and their place in Islamic society. She wondered: How does Islam shape the legal, biological, and affective negotiations involved in the care and abandonment of vulnerable children?

This year, thanks to a $12,000 grant from the University of Notre Dame’s Global Religions Research Initiative, Mouftah will do four months of fieldwork to investigate what she calls the Muslim orphan paradox: the precarious condition faced by millions of Muslim orphans that makes them at once major recipients of charity, yet ostracized for their rootlessness.

The world has approximately 140 million orphans today, but military conflicts in countries from Burma to Yemen to Syria have left Muslim children disproportionately affected, Mouftah says. As a result, many Muslim-majority countries face high numbers of child abandonment. The level of care these orphans receive is largely contingent on how people view family, childhood, and community.

Giving to orphans is seen, by in large, as a laudable form of giving in these societies, she says. However, what the care of orphans should look like is highly contested, as a consensus among Islamic legal schools is that adoption is prohibited, Mouftah explains. As a result, there is much debate about whether, and how, to raise a non-biological child in Muslim society.

So, as part of her research, Mouftah will be going to Morocco and Lebanon over the summer, and Pakistan in December. Morocco and Pakistan because they’re Muslim-majority countries that have some of the largest numbers of orphans and strong ties to the inter-country adoption market. Lebanon, on the other hand, takes in a large number of Syrian refugees.

“One of the things I'm interested in is trying to question some kind of universal idea of what the ideal way to care for orphans is,” says Mouftah, who’s finishing her first year at Butler. “I’ll be doing that by looking at multiple forms of care across different countries and institutions who have distinct views on, and methods of, orphan care.”

Mouftah will be listening in on the debate and discussions people are having first hand about the best way to do things when it comes to caring for orphans, she says. She will be observing different practices, watching who people are influenced by when it comes to orphan care, and what they are aspiring toward, as well as what the problems people run into when trying to care for orphans.

One of the major issues she’ll be looking at is the Islamic taboo against fictive kinship—taking in a child and raising that child as if he or she were one’s biological child. Some of her research is looking at how some Muslim families are using the approach of non-fictive kinship, meaning the child knows that he or she is not the biological child of the parents.

That, Mouftah says, is parallel with trends of adoption in the United States, where people have moved toward open adoptions that let the child know who their biological parent is/was.

“Many times in the Koran, it says to help the widows, and the orphans, and the vulnerable,” she says. “So they're elevated figures to care for. But because of various laws, and the stigmatization of orphans, and especially abandoned children, adoption is widely looked at with skepticism.”

Rather than adoption, one of the ways some Muslim organizations care for orphans is through sponsorships similar to the child sponsorship commercials seen on American television.

“We clearly don't have this worked out,” she says. “When you look at the historical story, we're clearly feeling our way through the dark. We don't know what to do. It's not until the Victorian age that there is the institution of the orphanage. But institutions are not the best places for children to flourish. I won't be shy to lay out some practical plans based on the research.”  

Mother with children
AcademicsResearchUnleashed

The Precarious Position of Muslim Orphans to Be Focus of Butler Professor's Research

Nermeen Mouftah, Professor of Religion, will do fieldwork to investigate the Muslim orphan paradox.

May 01 2019 Read more
A student speaks at Be Me BU: Unscripted
Campus

‘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
Campus

‘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
Brooke Kandel-Cisco
UnleashedPeople

Brooke Kandel-Cisco, Determined to Make An Impact, Will Now Lead the COE

BY Rachel Stern

PUBLISHED ON Apr 26 2019

INDIANAPOLIS—Brooke Kandel-Cisco was first drawn to the field of education as a 22-year-old immigration advocate, working on behalf of undocumented women who were abused by their husbands, but threatened by those same men with their status if they took action against the abuse.

Working alongside an immigration attorney, she didn’t get a lot of cases approved by the courts. She saw firsthand the complexities of the system and how things were far from fair. She wanted to help illuminate the glaring systemic issues, and then somehow work toward creating more just and equitable systems.

All of that sounded familiar to Kandel-Cisco—it sounded like the work of an educator. The Illinois native comes from a long line of teachers—both her grandmothers, aunts, uncles—but her 18-year-old self wanted to go against the family grain. So, she majored in Psychology and minored in Spanish at Goshen College. After she graduated, Kandel-Cisco joined AmeriCorps and headed to the Rio Grande Valley in South Texas, where she battled the courts to try and help women who came to the United States and were abused by their husbands, but struggled to get justice.

“Advocating for women and seeing these huge systemic issues every day really piqued my interest in education and in working with immigrant and refugee students,” Kandel-Cisco says. “I was always told I should be a teacher, and I think my work after college showed me how important it is to try and work to address systemic issues. I saw education as one way of doing just that.”

Kandel-Cisco has been doing that ever since. She will start as the Interim Dean of Butler University’s College of Education on May 1 replacing Ena Shelley, who will retire after 15 years as Dean of the College, and 37 years at the University.

Kandel-Cisco started at Butler in 2009 as a faculty member, and throughout her decade on campus has served as Director of the Master of Science in Effective Teaching and Learning Program, Chair of the COE Graduate Programs, and Program Coordinator for COE Graduate Programs.

She teaches courses in English as a second language (ESL) within the COE, works closely with teachers in Washington Township schools’ ESL and Newcomer Programs, which works with students who have recently arrived in the country and are learning English, and is the President of the Indiana Teachers of English to Speakers of Other Languages.

When Shelley announced her retirement, Kandel-Cisco’s name was put forward by colleagues in the COE as a potential Interim Dean.

Her first reaction upon hearing that Shelley was retiring?

“Oh I pity the person who follows Ena,” Kandel-Cisco says. “But now that it’s me, I will do my best.”

Shelley, on the other hand, says this was a long time coming.

For years, Shelley says, she has been presenting Kandel-Cisco with “opportunities.” There was the time she called Kandel-Cisco in to tell her she had an “opportunity” for her to work on an International Baccalaureate certification process.

“Brooke’s reaction was ‘OK, my child goes to an IB school, but I don’t really know much about IB’,” Shelley says, laughing. “But, in typical Brooke fashion, she rolled up her sleeves and got to work like crazy to get this in place. She always gives it her best shot, and her best shot is always wonderful.”

Shelley would continue over the years to use that phrase on Kandel-Cisco. Finally, she explained that early on in her career she was offered “opportunities” constantly by her Dean at the time. It was clear these “opportunities” were just challenging projects. Her Dean explained she was giving them to Shelley to prepare her to be a Dean one day.

It turns out, that is exactly what Shelley was doing with Kandel-Cisco.

“I know a lot of people use these words a lot, but Brooke is really a visionary, and extremely wise,” Shelley says. “She is very inclusive of people and ideas, a keen listener, which is key as an educator and leader. Someone asked me if this is bittersweet, and I can honestly say no. My heart is happy knowing I am leaving the College in great shape with a strong leader and strong staff.”

It is that great staff that Kandel-Cisco says she will rely on to help move the College forward as Interim Dean. She is looking forward to thinking through how the College fits into Butler’s strategic plan, as well as focusing on a number of new initiatives: a new major, global opportunities for students and faculty, partnerships in the community.

“This is all about making yourself vulnerable and trying new things, which might not be comfortable,” she says. “It is much easier to do because I have amazing colleagues who are supportive and will help move our College forward.”

When Kandel-Cisco was back in Texas working as an immigrant advocate, she realized she wanted to be a teacher. After obtaining her ESL and bilingual education teaching license, she went on to teach ESL students in Houston. After several years of teaching, she applied to doctoral programs.

She transitioned to a full-time doctoral student at Texas A&M, and later became a senior research associate, studying state education data on things like teacher attrition and achievement scores. All of this highlighted more systemic issues in education. And, it became clear again, she wanted to be in a classroom.

On another whim, she applied to several faculty positions, including one at Butler. On campus, she interviewed with Ena Shelley.

“For me, it was about the people,” she says. “Ena, just the way she looks in your eyes, it just felt authentic, and the College was doing educator preparation in a high-quality way. That’s not to say there is one right way to do it, because I don’t believe there is, but the COE approach was in line with my values. And that’s what brought me to Butler.”

Brooke Kandel-Cisco
UnleashedPeople

Brooke Kandel-Cisco, Determined to Make An Impact, Will Now Lead the COE

Kandel-Cisco will start as the Interim Dean of the College of Education on May 1.

Apr 26 2019 Read more
Peter Grossman
People

From Playwright, to Journalist, to Professor, Peter Grossman closes Butler Chapter After 25 Years

BY Marc D. Allan MFA ’18

PUBLISHED ON Apr 26 2019

Butler University Business Professor Peter Z. Grossman thinks of his life as "an unstructured research project."

Grossman, who is retiring from Butler after 25 years as the Clarence Efroymson Chair/Professor of Economics, has been, at various times, an actor/playwright, a journalist, and, of course, a professor. He has taught courses as varied as music appreciation, philosophy, and economics,  and written books about topics that include energy policy, the history of the American Express company, law and economics principles, and a history of the major blackouts of the Northeast.

A student once asked him, "How do I get into the kinds of things you have done?" To which Grossman responded: "I have no idea, because almost all of it was serendipitous."

"Peter is a lifelong learner," says Butler Professor of Economics Bill Rieber, his friend and colleague. "As an example, Peter has offered many different courses in Economics since being at Butler, including Mathematical Economics. When Peter first offered the course, he was already a full professor and a well-established scholar, teacher, and commentator in the media. It had been a while, though, since Peter had gone through the mathematics necessary to offer the course, yet he spent the time and effort to do so."

David Phillips '07 took that very course with Grossman as an independent study, and also studied International Economics and Comparative Economics with him. For the independent study, Grossman would give Phillips a set of problems to work out, then they'd get together to work through them on a whiteboard in the Holcomb Building.

"I'm a professor now, so I probably appreciate better than I did then how generous it was of him to offer to do an independent study with me," Phillips, who's a Research Associate Professor at the University of Notre Dame, wrote in an email. "It's a lot of a work, and I'm sure he didn't get any credit or recognition for it!"

Phillips added that when he went to graduate school, he needed to know how to combine economic intuition and heavy duty mathematics. Having the one-on-one opportunity with Grossman helped greatly.

The independent study also allowed them to get to know each other personally, and that’s where Phillips got a taste of Grossman's understated, self-deprecating humor.

One story Grossman told was how during his dissertation defense at Washington University in St. Louis, one of his professors asked a relatively easy question. Grossman froze, couldn't come up with an answer, but his main advisor, future Nobel Prize winner Douglass North, chimed in.

"Peter, I don’t understand your problem.  I asked you that same question last week in my office and you gave me a good answer,” North said.

Grossman's response: "Really? What did I say?”

When his answer was recited back to him, he said, “Oh yes, that’s a good answer.”

"His sharing those experiences with me was incredibly valuable," Phillips says. "A Ph.D. in economics is very different from undergraduate economics, and American students from small schools often struggle to wade through the technical material of the first couple years. Picking an advisor is an intimidating thing. Both the time I spent with him working out problems on the whiteboard and the time hearing about his own experience in graduate school helped me a lot as I became an economist."

 

*

Grossman grew up in Waterbury, Connecticut, the child of a textile worker dad from Hungary (who gave him the middle name Zigmund) and a piano-teacher mom, both of whom insisted that their sons get an education. They wanted their children to become doctors or lawyers, but in high school, Peter gravitated toward theater.

There was no drama club at any of the high schools in town, so he started a citywide drama group. He performed at the Waterbury Civic Theatre, did summer stock in Cape Cod, and generally thought of himself as an actor.

When he got to Columbia University, he transitioned to playwriting. He wrote plays that were performed in New York, including at the Public Theater, and studied philosophy, then earned a Shubert Fellowship to study playwriting at Columbia's School of the Arts.

After earning his Master of Fine Arts in 1972, Grossman was working a nominal job at Columbia, hoping to become a writer,when he bumped into a former classmate who told him about a trade magazine looking for writers. Grossman pursued the lead and ended up writing about fast food and kitchen design.

"Writing about food always made me hungry," he says. "But I was getting experience. I was learning how to write. I never took a journalism course, but I knew I had to be self-critical in order to be able to write something I would want to read. Essentially, I was teaching myself journalism."

A few years later—around the same time he met his future wife, Polly Spiegel—one of his brothers invited him to a party where he was introduced to someone who called the publisher of Financial World on his behalf. The editor gave him a tryout, assigning him a story about the commodities market.

"I had no idea what I was talking about, but I wrote it pretty well," he says.

It earned him $500 and the chance to write more. It also led him, a year later, to his first teaching job—as an Assistant Professor of Humanities at Polytechnic Institute of New York (Brooklyn Polytechnic)—and his first salaried position, primarily to teach journalism.

 

*

His first class, an Intro to Literature and Writing course, was a disaster.

"I came into the classroom the first day and was going to talk about Beowulf and the origins of the English language but I quickly saw that nearly everybody in the class was a non-native speaker," he says. “And whatever I had planned to say only confused them.”

At the same time, he was getting more assignments from Financial World, and from Money magazine. At Financial World, he became the commodities expert, and he also wrote about that topic for Money.

One day, he got a call from an analyst at a brokerage house who wanted an independent view of where interest rates were going. Grossman had no idea. He'd never taken an economics course. He needed to learn, so he signed up to take a second-level macroeconomics course at Pace University. At the same time, he got his first major book contract—to write a history of the American Express company.

He had unrestricted access to the company's archives and found that he loved doing the research. American Express: The People Who Built the Great Financial Empire came out in 1987.

By this point, he was married, and he and Polly had the first of their two sons. He also found out that he wasn't getting tenure at Brooklyn Polytechnic because they were thinking of eliminating the journalism program.

But the school got a grant to create a Science, Technology, and Society (STS) program, and Grossman was teamed with an electrical engineer, Ned Cassedy, whom he'd known since the late 1970s.Together, Grossman and Cassedy wrote Introduction to Energy: Resources, Technology and Society, which became the textbook for the STS curriculum.

While he was teaching, Grossman also started taking classes in City University of New York's Ph.D. program in Economics. He decided to go back to school full time in 1988, and ended up at Washington University in St. Louis, where his mentor would be Douglass North.

"That was the best decision I ever made, and I made it very stupidly," Grossman says. "I knew about his work, but some of these senior professors are horrible to work under. Doug North took the attitude that (as I was already 40) I needed to get in, get out, and get into the world and use my new-found skills in economics along with my writing and research skills as quickly as possible."

 

*

Grossman finished in three and a half years, but had trouble finding a job. It took him three years. Then, at once, he had two opportunities—one at the University of Illinois at Urbana-Champaign, the other at Butler.

"I was a visiting assistant professor at Washington University, two years past my Ph.D., and I kept looking at this ad for an endowed chair at Butler," he says. "It said someone with an affinity for the liberal arts, the fields they listed were my fields, and I had my three books and I'd just published a couple of scholarly papers. I said, 'What do I have to lose?'"

He sent a package—"and it did help that I had a Nobel Laureate as one of my recommenders"—thinking that nothing would happen. Shortly after, Bill Rieber called. Grossman started talking about himself and mentioned his theater background, and Rieber said, "Why didn't you put that on your CV?" Grossman responded, "My CV was confusing enough to people."

But Butler was interested and brought him in for an interview.

"It was a beautiful spring day in 1994, I loved the campus—which has only gotten better since I've been here—and I gave a presentation," he says.

Before that presentation, he came face to face with a senior professor who knew and revered Clarence Efroymson—the professor for whom the Chair in Economics is named—and he didn't want the position going to someone who was "a moron." His definition of "moron" was people who weren't reading things other than books in their disciplines.

The most recent book Grossman had read was On the Origins of Species by Charles Darwin, which established that he wasn't a moron.

Then the professor asked: What are your fields?

“Economic history and law and economics,” Grossman said.

The professor asked: Isn't law and economics kind of a b.s. area?

"At that point, I thought, 'Maybe you should just drive me back to the airport,'" Grossman says. "Actually, what he wanted was for me to defend myself, which I did."

Butler offered him the position. Then Illinois also called, offering a tenure-track position.

"As I've thought about it over the years," Grossman says, "I made absolutely the right decision. I was much better placed here just because of who I am and the work I do. I follow that unstructured research plan. I start writing and studying things that interest me. At Illinois I would have been put in a box and all my teaching and research would have had to fit that box. Here I’ve been free."

 

*

At Butler, he wrote four more books, and made use of his journalism background by publishing 140-plus op-ed columns, which gave additional visibility to the University.

Over the years, he taught 14 different courses—several he created, some he revived, all for undergraduates.

"It's been great—the kind of thing I like to do, which is exploring new ideas in different areas," he says. "I never would have been able to do that in Illinois—even if I'd gotten tenure."

And now, going into retirement after 25 years at Butler, Grossman says he's unsure what's next. He's likely to continue writing, he says, but in a life that's been an "unstructured research project," you never know.

"The research will go on," he says, "even though I will no longer be at Butler."

Peter Grossman
People

From Playwright, to Journalist, to Professor, Peter Grossman closes Butler Chapter After 25 Years

Butler University Business Professor Peter Z. Grossman thinks of his life as "an unstructured research project."

Apr 26 2019 Read more
Graduates in Hinkle Fieldhouse at Commencement
Academics

Butler to Hold Historic 163rd Spring Commencement

BY Rachel Stern

PUBLISHED ON Apr 26 2019

INDIANAPOLIS—History will be made when Butler University celebrates its 163rd Spring Commencement.

Nearly 1,050 graduates are expected to receive their diplomas—the largest graduating class in Butler’s history—on Saturday, May 11, at 10:00 AM at Hinkle Fieldhouse.

The keynote Commencement speaker, selected by graduating students, will be Penny Dimmick, Professor of Music. An Honorary Doctor of Education will be given to Ena Shelley, longtime Dean of the College of Education, and an Honorary Doctor of Music will be given to the jazz musician Benny Golson.

Dimmick is the Associate Director of the School of Music, and Coordinator of Butler’s Music Education program. She joined the Butler community in 1991 and has served the University in several different capacities, including Head of the School of Music and Faculty in Residence. In addition to teaching undergraduate and graduate students at Butler, Dimmick works with children in the Indianapolis Children’s Choir’s Preparatory Choirs, at summer camps at Sunnyside Road Baptist Church, and on mission trips to South America and Asia.

Shelley joined the Butler faculty as an Assistant Professor of Early Childhood Education in 1982. After serving as Interim Dean twice, she was appointed Dean in June 2005. She introduced the Reggio Emilia educational philosophy, created two IPS/Butler Lab Schools, and established a new home for the COE on South Campus.

Golson started his jazz career about 65 years ago and has traveled the world, playing with renowned performers including Benny Goodman, Dizzy Gillespie, Lionel Hampton, Art Blakey, and Johnny Hodges. He has written well over 300 compositions and recorded more than 30 albums. He has composed and arranged music for legends such as John Coltrane, Miles Davis, Ella Fitzgerald, Diana Ross, and Itzhak Perlman. Golson served as a guest artist on campus last spring and immediately connected with Butler students.  

 

 

MEDIA CONTACT

Rachel Stern
Director of Strategic Communications
rstern@butler.edu
317-940-9257 (mobile: 914-815-5656)

Graduates in Hinkle Fieldhouse at Commencement
Academics

Butler to Hold Historic 163rd Spring Commencement

History will be made when Butler University celebrates its 163rd Spring Commencement.

Apr 26 2019 Read more

Pages