Butler University College of Education 2017 Year in Review

COE

BUTLER UNIVERSITY COLLEGE of EDUCATION

2018 | YEAR in REVIEW

ABOUT the COLLEGE

VISION STATEMENT

“WE NEED A VALID VISION. WE NEED THE WILL. WITH VISION AND WILL, EVERYTHING IS POSSIBLE.” —Asa G. Hilliard III, former Fuller E. Callaway Professor of Urban Education, Georgia State University The College of Education believes we must prepare our students for schools and communities as they could be, not simply perpetuating those that currently exist. We must be willing to explore with our students the difficult issues of inequities that exist in society and to help them become agents of change. This of course means that as faculty we must examine our own beliefs, be willing to keep our hearts and minds open to the ideas of others, live our lives with integrity, and model how great educators take risks, challenge the status quo, and advocate for the rights of all people.

The College of Education’s learning community presents transformational experiences that allow students to create their own tapestries. As an intention of their preparation, students invest in schoolcommunities that differ from theirs. They are challenged to examine their assumptions about other people and how children from diverse experiences learn, and to reflect on the responsibilities of innovative educators. Exemplary teachers mentor education students by modeling best practice, supporting leadership, and demanding courage.

Ours is a college that continually changes because learning is a transformational experience. Members of the College embrace what Parker Palmer described as a “capacity for connectedness.” Palmer stated:

Participants in the learning community engage in scholarship that supports teaching as inquiry. As investigators, they become constructors of knowledge that seeks to connect theory with practice.

As a function of scholarship, students use technology applications to discern strategies for learning, creating, modeling, and assessing. Faculty and students take advantage of opportunities to study abroad and have new experiences that help them become better global citizens.

“Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves.” (Courage to Teach, p. 11)

As faculty and students weave their unique tapestries, they gather regularly to discuss instructional strategies and the implications of new research. We celebrate the successes of the learning community’s participants and encourage them to reach new heights.

2018 YEAR in REVIEW EDITORS

Angela Lupton ’92 MS ’01 Chasadee Minton EDITORIAL TEAM

Marc D. Allan Ann Ehinger Krisy Force Nancy Lyzun Sheryl Rogers ’83 Rachel Stotts Courtney Tuell ’99 ART DIRECTOR

Alisha Luckenbill UNIVERSITY PHOTOGRAPHER

Brent Smith COVER ARTIST

Polly Jin ’19

DEAN’S MESSAGE “What Do You Do With An Idea?”

One of my favorite children’s books, which is also a great book for adults, is What Do You Do with An Idea? by Kobi Yamada. The following quote from the book captures the spirit of the work in the stories in this issue of the Year in Review: “I liked being with my idea. It made me feel more alive, like I could do anything. It encouraged me to think big…and then to think bigger. It shared its secrets with me. It showed me how to walk on my hands. ‘Because,’ it said, ‘it is good to have the ability to see things differently. I couldn’t imagine my life without it. Then, one day, something amazing happened. My idea changed right before my very eyes. It spread its wings, took flight, and burst into the sky. I don’t know how to describe it, but it went from being here to being everywhere. It wasn’t just a part of me anymore...it was now a part of everything. And then, I realized what you do with an idea...You change the world.”

I have the honor of serving a College filled with amazing people filled with ideas that they bring forth into action and they are changing the world! It takes vision, courage, and perseverance to make ideas take flight and each day I am grateful to be surrounded by such a talented team who make magic happen all of the time. Angelica Granqvist, my wonderful friend and colleague from Sweden, had an idea about having some of her students come to Butler University and her dream took flight. Be sure to read more about her idea in Dr. Kelli Esteves’ piece on Vallentuna Voices.

The idea for a new home for the College of Education took flight and resulted in the University purchasing the Christian Theological Seminary. We have had many ideas about how to create our new home and it has exceeded our expectations. We hope you will come see our new space after we move in August 2018.

Associate Dean, Dr. Deb Lecklider, had an idea about creating a culture of learning for the future workplace. She applied for and was awarded a Butler University Innovation Grant to create a graduate certificate program. Be sure to read how her idea took flight and is changing the world.

Dr. Lori Desautels ’84 had an idea to bring Dr. Bruce Perry to Butler as the featured speaker for the April 2018 Education Neuroscience conference. Dr. Perry was interviewed on 60 Minutes by Oprah for his extensive work with children who have experienced trauma. Lori’s idea took flight and is changing communities by educating more adults who work with children.

These are but a few examples of the many ideas that spread their wings, took flight, and burst into the sky! Find a quiet place, relax, read, enjoy, and continue to love and act upon YOUR ideas. Let’s continue to change the world TOGETHER!

Sincerely, Ena Shelley, Dean College of Education Butler University

ABOUT the COLLEGE

ASSOCIATE DEAN’S MESSAGE BUTLERLEARN Learn. Lead. Transform. Creating a Culture of Learning for the Future Workplace

DEBRA LECKLIDER MS ’89

During the last two years, I have been curious about the intersection of learning and working. Since we are in the learning business, examining the future of work and the impact of a strong learning culture has been a passion of mine.

Learning can happen anywhere. Researching how the intersection of education and business can impact performance is a great place to start.

Butler University provided an opportunity for faculty to apply for an Innovation Fund grant to support ideas that “foster creativity, facilitate collaboration, and help us reach new levels of excellence.”

My proposal focused on learning and breaking down silos in education and business by collaboratively designing a learning culture model in their respective organizations. I was honored to learn that I had been awarded one of these prestigious Innovation Fund grants to develop a graduate certificate program.

One aspect of this grant was to formulate a Leadership Team to advise on the creation of the certificate program. The Leadership Team challenged the current learning, leading, and transformation practices and provoked innovative solutions for talent engagement. This team taught me how to think differently and engage in meaningful discussions that helped create this new model. This program would not exist if these talented individuals had not said “yes” to the request to join this team. Members of the Leadership Team include: › Josh Owens, Supply Kick › Lauren Petersen, TechPoint › Reginald McGregor, Rolls-Royce Corporation › Kevin Corcoran, Lumina Foundation › Jeff Kucer, The PNC Financial Services Group, Inc. › Jennifer Hurtubise, Indiana Hospital Association › Ruthie Purcell-Jones, Central Indiana Community Foundation › Dennis Southerland, Cripe Solutions by Design › Mary Anna Weber, Consultant, Angotti Weber & Associates › Cynthia Smith, Butler University › Deb Lecklider, Butler University

A special thanks to the Leadership Team for their input, advice, and expertise, Dr. Ena Shelley for her vision and passion for learning, Melissa Beckwith ’00 for her innovation mindset, Mary Hinds for her instructional design insights, and Butler University Innovation Fund guided by Jason Range and Cathy Holland for providing this incredible opportunity for ideas to come to life.

Information about the Learn. Lead. Transform. certificate is below: Why a learning certificate? Education is changing. The workforce of today is changing. Investing in learning will transform the future workplace culture by focusing on people and talent to accelerate performance. Graduate certificates can be for credit or non-credit.

What is the certificate program? Learn. Lead. Transform.

Creating a Culture of Learning for the Future Workplace will focus on: Trends Impacting the Future of Work, Creating a New Learning Model, and Leading a Strategic Workplace Culture of Learning.

How will this be done? Create a new learning model and build a cross-generational, diverse group of influential and impactful individuals representing business, nonprofit, education, and government in an interactive learning environment, exploring how to build collaborative relationships in current and future workplace cultures.

Who is the audience? Cross-generational and diverse individuals from a variety of institutional organizations, such as business, nonprofit, government, and education. Participants will represent a mixture of roles and responsibilities and will be selected based on characteristics giving them a capacity to think differently, embrace change, and blend talents of team members. We want participants who exhibit a willingness to be innovative cultural change agents, have the ability to analyze their existing organization’s culture and its impact on strategic plan outcomes, are capable of influencing and energizing others, and have the enthusiasm to embrace the challenge of creating disruption and meaningful change.

Are you a curious learner? Do you want to collaboratively learn, lead, and transform your workplace? Are you interested in breaking down silos and designing a new learning culture model for the current and future workplace? Our first cohort is looking for you, and we are launching this opportunity next year. If you are interested to learn more about the program and/or apply for the first cohort, please contact Deb Lecklider at dlecklid@butler.edu.

CONTENTS ABOUT the COLLEGE 4

Board of Visitors

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Do Everything As Needed

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Popularity, Success Spark Second IPS/Butler Lab School

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COE Featured in National Research-to-Practice Spotlight Series

UNDERGRADUATE PROGRAMS 9

Globally Networked Learning

10 Active Learning Environments 11 How HMHSE Molded Me 12 Student Perspective: Dual Credit Future Educator Course 13 Teacher Perspective: Dual Credit Future Educator Course

2018–2019 Endowed Scholarships

14 Making History Come Alive at the Benamin Harrison Presidential Site 15 Commitment to the Profession Through Student-Led Organizations 16 Undergraduate Job Placement Report

GRADUATE PROGRAMS 17 ENL Faculty and Students Support Collaborative Family Engagement 18 Inside the Inaugural 2017 Hinkle Academy Wellness and Leadership Youth Summit 19 2018–2019 Graduate Endowed Scholarships 20 An International Look at School Counseling 21 Overcoming Challenges as First-Year School Counselors 22 EPPSP Family Legacy 23 EPPSP and School Counseling Students Plan and Prepare for Leadership

The Butler Way

ALUMNI 24 A Real-Life Wonder Woman 25 Imagine Joy for Learning 26 A Journey Worth Every Moment 27 Making an Impact 28 ButlerTalks: A Podcast for the Butler Community 29 Influencing the COE After Graduation

FACULTY and STAFF 30 Brandon Cole’s Dedication Day Celebration 31 Applied Educational Neuroscience 32 My Global Transformation at Home 34 Through the Looking Glass 36 Furuness State of the University Remarks 38 Hochman Commencement Speech 40 Kudos and Credits

COE

BOARD of VISITORS ROGER BOOP ’62 MS ’65

COLLEEN O’BRIEN

MARCIA CAPUANO

TOM OESTREICH ’99

ELIZABETH CIERZNIAK ’79

MARSHA REYNOLDS ’76 MS ’78

CATERINA CREGOR-BLITZER

FAYE SNODGRESS

SCOTT DEETZ ’96 MS ’01

DENNY SOUTHERLAND

AMY KNERR ’92

CATHY SPRINGER-BROWN ’76

JEFF KUCER

NICK SPROULL ’02

CHRISTIE LOVE ’79

MARK WEAVER ’81 MS ’83

Retired, Professor Emeritus Butler University

Education Consultant

Partner Faegre Baker Daniels

Vice President for Development and External Affairs International School of Indiana

Superintendent Madison-Grant United School Corporation

Teacher Development Specialist Hamilton Southeastern Schools

Senior Vice President Client and Community Relations Director PNC

Education Consultant Non-profit

DAVID MARCOTTE MS ’91 Lecturer Indiana State University

KEVIN MCDOWELL ’72 MS ’77 Deputy Attorney General Office of the Indiana Attorney General

PHILIP METCALF

Lead Evaluator for AdvanceED Education Consultant

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Education Policy Consultant

Director of Human Resources MSD of Washington Township

Education Consultant Retired, Director of Elementary Education Metropolitan School District of Washington Township

Executive Director Kappa Delta Pi

Senior Vice President, Partner Cripe Architects and Engineers

Education Consultant Retired, Education Director Indiana Judicial Center

Director of High School Review and Policy NCAA

Teacher Clay Middle School, Carmel Clay Schools

TRISH WHITCOMB ’75

Vice President, Indianapolis Public Finance Group George K. Baum & Company

JENNIFER WILLIAMS ’98 MS ’00 Counselor North Central High School

DO EVERYTHING AS NEEDED

By Chasadee Minton When you ask Dr. Ena Shelley, Dean of the College of Education, about her work and recent accomplishments, she deflects. Instead, she speaks of her “dream team.” She is incredibly proud of the faculty and staff who have worked hard to elevate the COE to national recognition and who have collaborated with experts in their fields to bring interdisciplinary and educational projects to Butler University. Examples of this are last year’s One Butler: The Brain Project, in which Dean Shelley, Catherine Pangan MS ’99, and Susan Kleinman worked closely with Dr. Jill Bolte Taylor to bring her to campus to kick off the yearlong project and to curate Dr. Bolte-Taylor’s collection of artist-commissioned brain sculptures. Another example is this year’s recognition of the College of Education by the American Association of Colleges for Teacher Education (AACTE) as a “model of excellence in clinical preparation for teacher education.” In 2016, Dean Shelley herself was recognized by AACTE and was awarded the Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education, an award that “recognizes distinguished service either to the educator preparation community or to the development and promotion of outstanding practices in educator preparation at the collegiate, state, or national level.” Elected to the Advisory Council of State Representatives (ACSR), she serves as the chair of ACSR and on the AACTE National Board of Directors.

Dean Shelley says that the word “dean” just means “Do Everything As Needed.” What she means by that, she explains, is that she supports faculty by asking what they need to accomplish their goals and she then “gets out of their way.” This is where the “Do Everything As Needed” comes in. She’s not only the Dean of the College, but she is also a servant-leader and quite willing to work side-by-side with faculty to further the work of the COE. She has facilitated a new study abroad partnership with Uppsala University; hosting representatives from the university here last October, as well as partnering with the Butler University Center for Global Education office and Director Jill McKinney MS ’11 to plan a Butler University cross-disciplinary faculty trip to Scandinavia (Sweden, Denmark, and Iceland) prior to the Uppsala visit. She is passionate about creating opportunities for everyone. Dr. Kelli Esteves, the newly created chair for Global Education for COE, has continued Dean Shelley’s work with our partners in Sweden to provide opportunities for some of their “newly arrived” students. In February of this year and because of the work of Dean Shelley and Dr. Esteves, COE hosted Angelica Grandqvist (high school teacher at Vallentuna Gymnasium, Uppsala alumna, and special friend of the COE) and two of her students, Dan Molodyi and Ghena Serri, who are newly arrived students from the Ukraine and Iraq (via Syria), respectively. Dr. Esteves coordinated the details of the visit, where they stayed with host families (Dr. Lisa Farley and Professor Cathy Hartman ’97), experienced the city, and attended Butler COE classes. They also gave a presentation called “Vallentuna

Voices” to the Butler community comprised of faculty, staff, students, and community members, about their newly arrived experience and what it is like to learn in a new language, new culture, and new country. Another huge accomplishment is Dean Shelley’s facilitation of the College’s physical move to the former Christian Theological Seminary (CTS) campus. CTS became its own entity when it broke from Butler University’s Department of Religion many years ago. Over time, CTS’ enrollment and endowment weren’t continuing to grow, so they approached Butler to see if there were shared services that could reduce their operational costs and help them to be good stewards of their endowment. Out of those conversations and because of the forward thinking of President James Danko, the Board of Trustees, and Dean Shelley, Butler University purchased CTS and their additional buildings as well as added 40 acres of land to the already land-locked campus. The College of Education is bursting at the seams in their current classroom and office spaces; stitched together among different buildings across campus. The move to CTS will bring the faculty and staff together in one place.

Butler will lease space back to CTS and will share the building with the College of Education. COE is set to move into the new South Campus building in early August. Dean Shelley has overseen everything having to do with the multi-million-dollar renovation, including the updating of space to bring some areas up to code. She’s worked with the architects, Schmidt and Associates, as well as Butler University’s project manager for planning, design, and construction, Colin Moore. She’s envisioned classrooms updated with technology; a learning lab where moveable, glass walls make instruction visible; and huddle spaces where faculty can meet to collaborate on work.

She’s attended to every detail—from opting for the restoration of some CTS furniture pieces that would cost thousands of dollars if purchased new, to the selection of lighting and window coverings. She cares about the big stuff and the little stuff, and she wants her faculty and staff to have comfortable, beautiful spaces that will inspire their work.

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ABOUT the COLLEGE

POPULARITY, SUCCESS SPARK SECOND IPS/BUTLER LAB SCHOOL By Rachel Stern It was never supposed to happen this way.

The goal was one, if that, and that alone seemed daunting, even impossible at times. Starting a school, and not just any school, was the dream for Ena Shelley, Dean of Butler University’s College of Education.

But in reality, she couldn’t imagine the pieces coming together.

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

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

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

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

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

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

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

What is the Lab School?

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

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

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

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

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

But, says Ron Smith, the Lab Schools don’t hire just Butler

grads. Smith is the principal at the original Lab School. He says they hire from wherever, but, because the Lab School program is different than a traditional learning environment, they need teachers who are able to teach that style, and, Butler grads are familiar with the Reggio model.

Learning at the Lab Schools is project based. There aren’t a lot of worksheets where students are mindlessly copying things down. The curriculum is teacher created.

Art is infused into most classrooms. Inquiry, research, and exploration are the cornerstones of the Lab School curriculum, where there is a bigger picture behind each lesson. It is not about memorizing facts, but rather about communicating and collaborating and acquiring life skills.

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

looked back. She has a seven-year-old, 10-year-old, and 12-yearold who are all in the Lab School.

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

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

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

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

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

The Lab Schools are magnet schools. Students are chosen by random lottery from all who apply, with preference given to applicants who live nearby, have siblings in the “It has been great to get a lot of interest and have the program school, and then children of either Butler or IPS employees. be so popular,” Kent says. “But at our core we always want to be a place that is representative of our whole city. The second Lab School 60 has consistently been one of the two most school gives us a chance to enroll more students and serve more requested elementary schools in Indianapolis since 2012. students. The goal is to always serve our community as best Students come from Broad Ripple, Butler-Tarkington, Meridian we can.”

Kessler, to name a few, and the hope is that with a second school, even more of the city will be served.

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

Is it working?

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

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

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

Quickly, Goldsmith changed course and enrolled her daughter in the inaugural year of the first Lab School. And her family hasn’t

What’s next?

The original Lab School has grown to pre-K through 8th grade. It opened as pre-K through 1st grade and added a grade every year.

This is the first year the original is at capacity, which is about 570 students.

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

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

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

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ABOUT the COLLEGE

BUTLER’S COLLEGE OF EDUCATION FEATURED IN NATIONAL RESEARCHTO-PRACTICE SPOTLIGHT SERIES National recognition elevates the work of all educators, models what is “right” in education, and encourages those who might want to join this esteemed profession that great practice matters.

That is why the College of Education was so thrilled to be featured in the American Association of Colleges of Teacher Education (AACTE) Research-to-Practice Spotlight Series that featured the College’s clinical practice and partnerships.

AACTE’s EdPrep Matters opening blog piece stated, Butler University offers clinical experiences for teacher candidates through a variety of partner sites within the Indianapolis Public School (IPS) system as well as district partnerships with Pike, Lawrence, and Washington Townships. The IPS-Butler partnership contains three laboratory schools: IPS/Butler Lab School 60, IPS/Butler Lab School 55 (to open in fall 2018), and Shortridge High School: An IB World School. Butler also leverages community/ business partnerships to further early childhood programs, such as the PNC Bank partnership and the “Grow Up Great” program. The IPS/Butler Lab School 60, for example, was awarded a second $150,000 grant over several years to continue funding the early childhood programs implemented from a previous grant.

The College of Education also seeks to provide teacher candidates with clinical opportunities overseas, such

as placements in Tasmania and Sweden (via a formal partnership with Uppsala University). Through these global experiences, teacher candidates have the opportunity to learn about another culture and experience the challenges of working in another language.

AACTE’s visit to the Butler campus last year revealed a passionate group of faculty and staff who are clearly dedicated to their work on behalf of PK-12 students as well as teacher candidates. College of Education Dean Ena Shelley and her colleagues have created a collaborative and uplifting culture as they work “shoulder to shoulder” to create thriving schools and communities that reflect the shared understanding that all children are capable, competent, and powerful learners and must be afforded a high-quality education.

The videos shared throughout the month of April captured conversations with COE students, faculty, and alumni; as well as classroom teachers, community members, principals, and others about what they see as the key features, challenges, and benefits of Butler’s rich partnerships.

We encourage you to view and share the good work of not only Butler, but also our schools and community partners highlighted in this series. You can find the AACTE posts and all recent COE recognition at www.butler.edu/coe/press-media.

COE STUDENTS PROVIDE OVER A MILLION DOLLARS OF ECONOMIC IMPACT FOR INDIANAPOLIS Prepared by: Karen Farrell MS ’91

During the 2017–2018 academic year, the hours that COE students spent working in professional settings (schools and internships) created a significant economic impact on the Indianapolis community. Based on the average hourly rate of an instructional assistant, the total value to community was:

$1,275,031.10 * COE Students X Field Hours X $12.95* = $1,275,031.10 8

UNDERGRADUATE PROGRAMS

GLOBALLY NETWORKED LEARNING: A PARTNERSHIP WITH VALLENTUNA GYMNASIUM IN SWEDEN

By Dr. Kelli Esteves Stories are powerful tools that connect people across time and

others,” Dan states. He goes on to explain “to be peacemakers,

distance. They allow us to understand where other people are

we need to be friends and in order to be friends, we need to

coming from and how their experiences differ from our own.

know each other’s culture and we need to see each other.”

By learning about the cultures of other countries and listening

During Vallentuna Voices, a lecture in Jordan Hall that drew

to their stories, we can develop an appreciation for the ways

hundreds from the Indianapolis community, Dan, Ghena, and

in which we are different from others and the many things we

Angelica spoke of the interconnectedness of our world and

have in common. This is an incredibly valuable truth for all of

Butler students listened:

us to learn, whether it is about people on the other side of the planet or right next door.

In the fall, Butler professors Drs. Arthur Hochman and Bonnie Brown taught a Text and Ideas course called Self and Service that involved routine communication with students from Vallentuna Gymnasium in Sweden, led by their teacher, Angelica Granqvist. Students shared their perspectives and made meaningful connections despite the physical distance between them. This is only one example of the globally networked learning that happened between Vallentuna Gymnasium and Butler. It shows how teachers can connect students from different parts of the world to learn from each other and with each other. Angelica has also used online tools to guest speak remotely in ED 112: Introduction to Education

“Vallentuna Voices was an incredibly inspiring event!

Their stories, which showcased bravery, courage, and perseverance, will stay with me for the rest of my life.”

–Taylor Takeda ’19 “Dan and Ghena, thank you for speaking from your hearts tonight. I am so grateful that I was able to hear your stories. Your words have molded a piece of my heart as an inspiration to be a part of a global generation that desires to share knowledge and friendships.” –Kelli Carney ’19 Dan and Ghena’s stories showed us that we are more alike than we are different while also highlighting the differences that make each of us unique and our world vibrant and diverse.

They showed us what it looks like to thrive in a globally

classes. During her visits to Butler, she guest taught in a

connected world.

variety of classes, sharing her stories about what it means to

THE STORY CONTINUES: BUTLER

be a global citizen.

STUDENTS INVITED TO STUDY ABROAD

PREPARING GLOBAL LEADERS: A VISIT

IN VALLENTUNA, SWEDEN

TO BUTLER FROM SWEDISH STUDENTS

Whether it is with globally networked learning with the

AND THEIR TEACHER Stories have a magic that is all their own. They have the power to transport us to different places and times and to open windows into the lives of people with whom we wouldn’t expect to have anything in common. Dan Molodyi and Ghena Serri, students from Vallentuna Gymnasium, gave us a window into the wider world with the stories they shared during their visit to Butler in February 2018. Their stories of perseverance and hope showed how connected we all are, regardless of our different languages and customs.

In a variety of gatherings with students and faculty while on campus, Dan, Ghena, and Angelica’s stories shared a common theme: our similarities outshine our differences, but it is up to us to be open to listening and getting to know one another.

“In order to make people understand, in order for me to

help of technology or listening to high school students from Sweden, learning about the people and nations that make up our world invites inquiry. It encourages questions and spurs a desire to learn more. Being a global citizen requires us to be open-minded and to step outside our comfort zone as we learn about people whose lives and customs differ significantly from our own. In January 2019, Butler seniors are invited to participate in a short-term, study abroad course in Vallentuna, Sweden with COE professor Dr. Susan Adamson. More stories will unfold as a result of this global exchange as we nurture our students’ curiosity about the world and prepare globally compassionate citizens.

Watch the Dream like a Bulldog, Fly Like an Eagle interviews and the video recording of Vallentuna Voices by visiting www.butler.edu/coe/press-media.

understand other people, I need to share my story and listen to 9

UNDERGRADUATE PROGRAMS

ACTIVE LEARNING ENVIRONMENTS

By Cathy Hartman ’97

INDIANA’S TEACHER SHORTAGE “The Reggio Emilia Approach is an educational philosophy based on the image of the child, and of human beings, as possessing strong potentials for development and as a subject of rights who learns and grows in the relationships with others.”1 Founder of the Reggio Emilia Approach, Loris Malaguzzi, described the classroom and school “as a living organism, a place of shared relationships among the children, the teachers, and the parents and a feeling of belonging in a world that is alive, welcoming, and authentic.”

Malaguzzi’s words have inspired early childhood educators around the world and many Indianapolis-based educators from preschool through 12th grade are now closely studying how his beliefs can be translated into their own learning environments. I had the opportunity to work with Jason Beehler with RJE Business Interiors (an Indianapolisbased workplace solutions provider that has partnered with

THROUGHOUT OUR DIALOGUE, SEVERAL THEMES REMAINED CONSISTENT. THESE KEY ELEMENTS INCLUDED: › Focus on learner: Each learner has the right to be viewed as capable and competent. › Collaboration: Active learning environments move from learning in isolation to co-constructing learning experiences. › Honoring and making visible student voices: A rich active learning environment will allow students and teachers to share their processes toward learning, allowing for different stages of responsiveness to occur. › Establishing a sense of comfort and belonging: The learners connected to the active learning environment should feel deeply connected to their learning spaces.

Butler University for several years) on developing a Butler

› Aesthetics: Beauty in active learning environments

University Reggio Emilia-inspired Laboratory Classroom.

should have a sense of purpose that will engage each

Over the course of this project, we have had the opportunity to

learner.

deep-dive into the Reggio Emilia philosophy and engage in a conversation that emphasizes the role of the environment as the third teacher (the teacher and student being the first and second, respectively) and promotes active learning in higher education settings.

SOME QUESTIONS THAT GUIDED OUR EXPLORATION INCLUDED:

› Flexibility: Learning and teaching should be responsive to the learners as well as the furniture and physical environmental elements. The flexibility of workspace should be responsive to the needs of the learners.

Keeping these characteristics in mind, we chose furniture solutions that would work alongside the Reggio Emilia philosophy and support the long-term goals of the learning

• How does Malaguzzi’s philosophy and his teachings

environment. To enable flexibility throughout the space,

inspire our work in higher education today?

RJE chose adjustable tables that can move freely around the

• Who is the primary learner in an active learning environment?

• How do the student and teacher learn together?

• How might the titles of student and teacher evolve to that of co-learners in active learning environments?

• Who will be the users of the space and how can we ensure that the environment will serve as a third teacher?

room and allow the students to create their most impactful classroom setup. This type of movability also allows the students to collaborate in groups or work independently.

RJE also provided two height-adjustable desks so students can avoid the negative effects of long-term sitting and engage in their lessons while standing. Finally, the overall aesthetic supports the Reggio Emilia philosophy through colors that can be found in nature and inspire the students’ imagination and curiosity.

RJE is a full-service provider of construction, furniture, and technology solutions for commercial and residential spaces. Since 1991, RJE has collaborated with the leading manufacturers and design professionals in the industry to provide clients with thoughtful solutions and spaces that are expertly catered to their unique needs. For more information, go to www.rjebusinessinteriors.com.

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www.reggiochildren.it/identita/reggio-emilia-approach/?lang=en

HOW HMHSE MOLDED ME

By Carl Sanders ’18 major coursework and adding two minors, I also chose to pursue the Leadership certificate through coursework offered in the College of Education. I felt the combination of these choices demonstrated my desire to be a leader.

My academic advisor, Dr. Lisa Farley, often tells undergraduate students, “You don’t know what you don’t know yet.” As a graduating fifth-year student, I now understand what she means. I graduated in May as a Human Movement and Health Science Education (HMHSE) major, but my educational path has been unique.

I came into Butler as an exploratory studies major. Not knowing what I wanted to do, I enrolled in many classes within several of the six colleges at Butler. What led me to HMHSE was an introductory class I was enrolled in, having conversations with the professors, and ultimately sitting in on a 300-level class on nutrition and health content (PE 322: Concepts of Health Education). Because I am passionate about advocating for living a healthy life, I knew then that HMHSE was the best fit for me.

HMHSE is the perfect fit for an athlete, a competitor, a fitness enthusiast, and someone who wants to help others be healthier. When the Recreation and Sports Studies minor was approved, I eagerly added that to my degree.

During discussion about the creation of the Sport Coaching minor, I had the privilege of being part of the conversation about the curriculum. As the first student to declare this minor, I was able to give feedback on classes that I had experienced, as well as being in a pilot for two of the newest courses. That experience alone pushed me so far out of my comfort zone that I grew tremendously as a person, student, and future colleague. While participating in my required

I initially chose to attend Butler because I had the potential to continue my dream of playing baseball, as well as to receive an education that is nationally recognized. But while at Butler, I was also challenged to gain as much experience in diverse interests as I could while being a student. When I stopped playing baseball, I had the opportunity to try coaching. I began working with Zionsville High School’s varsity team four years ago, added head coaching responsibilities at Zionsville West Middle School three years ago, and have been an assistant coach at the competitive travel baseball team level for two years.

While coaching, I was provided an opportunity to work in athletic administration at Zionsville Middle School.

For a time, I thought that was where I would remain—in administration. However, as I was experiencing teaching in schools and I had to choose whether to complete an internship or to student teach, it dawned on me that I yearned for more experience working with the students and really wanted to obtain my teaching license.

After graduation, my hope is to become a physical education teacher at the middle school or high school level, continue to coach baseball, and to work alongside the athletic department at the school in which I am employed. I would still love to be an athletic director at a high school and I feel that the experiences I have already amassed will help me really understand how to lead in that role. I have been provided the opportunity to lay a broad foundation while in the HMHSE program in order to achieve that.

My Butler experience and education has been a journey to which not everyone can relate. I would not change anything about my education, as I have grown tremendously. Without my COE education and support, my hopes and dreams after graduation would not be possible or even imaginable. The relationships built with professors and the friendships created with peers has been nothing but the best, and without them, I wouldn’t be who I am today. I still don’t know what I don’t know, but at least now I know that.

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UNDERGRADUATE PROGRAMS

STUDENT PERSPECTIVE: DUAL CREDIT FUTURE EDUCATOR COURSE

By Elizabeth Small ’21

On October 6, 2016, I attended the Future Educator’s Day at Butler University with 24 of my peers. I was a senior in high school and enrolled in the Cadet Teaching Program that Zionsville High School offered. This course is designed for seniors who are interested in the field of education. My journey to entering this program started all the way back in spring 2016 when I completed an application for the Cadet Teaching Program and was interviewed by Mrs. Bender.

From a young age, I knew I wanted to work with children. I wanted to have a cadet teaching experience so that I could be assured that teaching was what I am called to do. I went to an elementary school and co-taught alongside a mentor teacher for five days a week, two hours each day, for my entire senior year. It was great field experience! My senior year was also the first year that COE offered dual credit. COE professors, Angela Lupton ’92 MS ’01 and Cathy Hartman ’97, visited our cadet teaching class at Zionsville to present on opportunities in education and explore various education topics. This allowed me to create relationships with professors that soon would make the biggest impact on my life. Then in October 2016, our cadet teaching class traveled to Butler to experience “Future Educator’s Day.” I felt comfortable attending and

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participating because there were professors from Butler who already knew me.

About a year later I was attending my second Future Educator’s Day. Not as a senior from Zionsville High School sitting in the crowd, but as a first-year COE student teaching alongside my amazing Core I professors, Dr. Arthur Hochman and Professor Cathy Hartman. I could relate to those seniors sitting in the crowd because I was just where they were the year before. I could not imagine a year ago that I would be standing at the front of the Reilly Room teaching and engaging approximately 90 cadet teachers from around the state of Indiana. It was a dream come true.

This opportunity allowed me to be honest, true, and vulnerable with these seniors. I demonstrated what made the COE so special. At the end of my experience, I overheard a senior telling their peer that, “I want to be a part of this Butler family.” I had tears in my eyes. I would not be here if it did not start with Mrs. Bender. She introduced me to my lifelong family who never fail to show us that we are valued future educators.

2018–2019

TEACHER PERSPECTIVE: DUAL CREDIT FUTURE EDUCATOR COURSE

UNDERGRADUATE ENDOWED SCHOLARSHIPS

By Ann Bender ’93 MARY ELLEN and ELTON RIDLEY SCHOLARSHIP Kelli Carney EDITH CONLIN SCHOLARSHIP Madison Stefanski LETTIE TREFZ AWARD

Twenty-two seniors from Zionsville watched her standing with a microphone. She was introduced as a first-year, someone who could identify with what they were going through. A few of them thought they recognized her, and they were right. Elizabeth had been where they were now seated. Just the year before, she was a cadet in the Zionsville cadet teaching program. She was excited to learn more about education and about Butler University when we attended the Future Educator’s Day. Today she was leading our program. I took pictures of her and had tears in my eyes.

Our relationship began in 2016 when Elizabeth was a senior in high school and she interviewed with me for a placement in our cadet teaching program. It was the first year for Zionsville High School to offer dual credit through Butler University for the cadet teaching program. Elizabeth knew she wanted to be a teacher, and the cadet class would give her the opportunity to work in an elementary classroom each day while also taking an introductory education class offered through Butler on Zionsville’s campus. Elizabeth also knew she wanted to attend Butler. In October of her senior year, the entire cadet class went to Butler for Future Educator’s Day. The students got to tour the campus, meet with professors, and take an actual education class with Butler students. This must have solidified her desire to attend Butler because when I returned with my next class of cadets, when Elizabeth was now in college, she was leading the class at Butler.

I cannot explain the joy and pride I felt having a former student now lead the education course that the cadets from Zionsville and other schools were getting to experience. I felt like everything had come full circle. I knew Elizabeth was living out her dream, and for me as her former teacher, I was seeing a dream come true for me. My student was happy and right where she belonged; maybe I had something to do with that.

Mary Katherine Klaybor David Dunham Grace Gardner Sara Eichmeier ZETZL MEMORIAL SCHOLARSHIP Tyler Bolger Rachel Counts Molly Edwards Abigail Meredith JAMES H. OTTO SCHOLARSHIP Brooke Kobren Alexa Knoderer KNAUFF SERVANT LEADERSHIP Brenna Zoephel MARGARET MANUZZI SCHOLARSHIP Allegra Stanfield BARNES FAMILY SCHOLARSHIP Taylor Newmark RUSHTON GILFOY MEMORIAL SCHOLARSHIP Molli Powers MARCIA RICHTER SCHOLARSHIP Katie Brown Kelly Burger COE FACULTY/EMERITI and STAFF SCHOLARSHIP Erin Morrisey HITTLE SCHOLARSHIP for COE Hannah Koehler CLARE ROSE HOLMES SCHOLARSHIP Allie Porter 13

UNDERGRADUATE PROGRAMS

MAKING HISTORY COME ALIVE AT THE BENJAMIN HARRISON PRESIDENTIAL SITE

By Dr. Meredith McAllister and Paige Wells ’19 Visiting the historic home of former President Benjamin Harrison (our 23rd President) is an amazing experience! You walk in the door and it’s as if the president just left for Washington, D.C. yesterday, rather than in 1888. The house was finished in 1875 and was his permanent home until his death in 1901.

If offered a chance to take a guided tour, you’ll find a beautiful home with so many original treasures inside, including furniture, dresses, documents, and personal items from the Harrison family that are in pristine condition. As a Butler COE social studies education major and Indianapolis native, I am so excited to be working with parents and students at the Benjamin Harrison Presidential Site. This is the only presidential museum in the state of Indiana.

This internship is unique to any other experience I could have in the state. Over 75 percent of the museum furnishings are original to the Harrison family and there are over 10,000 pieces in the collection.

Rooms on display include the front and back parlors, office/ library, kitchen, butler’s pantry, dining room, nursery, Mary’s (older daughter) bedroom, dressing room, master bedroom, and Elizabeth’s (younger daughter) bedroom, and are beautifully decorated with period pieces.

I spend most of my time with the education department staff—but I’ve also had the opportunity to work in all departments and have experienced working on projects in educational programming, grant writing, fund raising, and writing for their online publications and print materials.

Working with K-12 students and facilitating historic programs has definitely allowed me to improve my teaching skills. And in the process of working at the Presidential site, I feel that I’ve become an accomplished historical interpreter. When a position at the historical museum 14

became available, I immediately jumped at the opportunity to work as an unpaid intern and I now have a paid position.

This experience has also contributed to my understanding of history and the role of education in a museum setting.

My duties at the museum have included developing new educational programs for school groups, giving tours to school groups and guests, assisting in the implementation of educational programs for K-12 students who are on school field trips, as well as to groups of students in the “At Your School” program.

I believe teachers should bring excitement, compassion, and strong values in which they believe into the classroom.

Teachers are the most important influence on young people and should teach to help students grow and succeed. The joy of teaching that we all have inside of us is meant to be shared. Because of my commitment to teaching and my work at the Presidential site, I was nominated for and received the Dennis Beadles award (October 2017) from the Indiana Council for the Social Studies. The award recognizes outstanding future social studies educators and only four students across the state were selected for the award. I received the award from my high school government teacher, Mr. Tim Sokolowski of Franklin Central High School. Everyone has that one teacher that inspires them, and I hope to be an inspiration to students one day.

Mr. Sokolowski was that teacher for me. His drive and passion for social studies and his students radiate throughout the classroom from the moment he steps into a classroom.

Mr. Sokolowski always reminded us to follow our dreams and do something about which we are passionate. From being a student in his class, it was very clear that he was doing just that. I hope to one day bring this same drive and passion into my classroom.

For more information about my work with at presidential site, visit http://pwells15.wixsite.com/portfolio. The Benjamin Harrison Home is located at 1230 North Delaware St., Indianapolis, IN. For more information about the Harrison Home, visit the National Park website at www.nps.gov/nr/ travel/presidents/benjamin_harrison_home.html.

COMMITMENT TO THE PROFESSION THROUGH STUDENT-LED ORGANIZATIONS STUDENT EDUCATION ASSOCIATION President: Brenna Zoephel ’19 Student Education Association (SEA) is a pre-professional organization for future teachers that aims to provide opportunities for professional development, volunteerism, and social events.

This year, SEA had the opportunity to host a Scholastic Book Fair to celebrate Read Across America. Thanks to dedicated membership, over $900 was raised for the Butler Lab School by the end of the week. In April, eight of our members attended Outreach 2 Teach at Sunny Heights Elementary in Warren Township. Members spent the day working with preservice teachers from universities across the state to paint, landscape, and organize the school. In the coming year, SEA hopes to increase membership and become more involved in legislation.

KAPPA DELTA PI President: Kelli Carney ’19 Kappa Delta Pi (KDP) is an International Honor Society in Education that advances quality education by inspiring teachers to prepare all learners for future challenges.

One highlight of this year for KDP was co-hosting Vallentuna Voices with the Human Movement Club. This was an opportunity for the Butler community to hear the stories of two high school students from Vallentuna Gymnasium in Sweden. Dan Molodyi and Ghena Serri told their stories, struggles, and hopes of living as newly arrived persons in Sweden, and they share a common goal of working with human rights and paying it forward.

In April, KDP initiated 38 new members into the honor society. Going forward, KDP will continue to connect members with professional development opportunities, like participating in or presenting at the National Convocation in November and service opportunities related to advancing quality education.

COUNCIL FOR EXCEPTIONAL CHILDREN President: Madison Stefanski ’19 Council for Exceptional Children (CEC) is a professional association of educators dedicated to advancing the success of children with exceptionalities. We accomplish our mission through advocacy, standards, and professional development.

This year, CEC hosted several professional development opportunities for our members. The events included hosting Emily Alaimo ’12 from Crooked Creek Elementary to discuss her role as a resource teacher. We also hosted Ms. Diamond Malone and Ms. Sylvia Denise of Crooked Creek and learned about their new nonprofit which aims to support and provide resources for all children. Lastly, we hosted Deborah Corpus ’74, who shared her secrets of how to bring a read aloud to life. In the following year, CEC hopes to increase their presence on campus, educate the community on children with exceptionalities, and attend the National CEC Conference here in Indianapolis.

HUMAN MOVEMENT CLUB President: Patrick Mosby ’18 Emanating from the Human Movement and Health Science Education (HMHSE) major, the HMC is “Dedicated to enhancing quality of life by educating and promoting creative and active lifestyles through meaningful physical activity. It is created to enhance professional practice by providing opportunities for pre-professional growth and development and to establish and fulfill other purposes such as networking and service.” Our goals each year include a mix of educational opportunities, service opportunities, and socials. In the fall, we held a Pickleball Challenge at the Health and Recreation Complex (HRC) where students were introduced to the game and challenged each other and the professors. In early spring, we hosted a social to welcome the COE’s Swedish visitors. Finally, in late spring, we co-sponsored a memorial to recognize Professor Brandon Cole. Next year looks promising as we welcome a mostly new Executive Board!

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UNDERGRADUATE PROGRAMS

2016–2017 UNDERGRADUATE JOB PLACEMENT REPORT: FALL 2016 – NINE GRADUATES: • Seven eligible for licensure—100 percent job placement or graduate school • Seven full-time teaching positions— 100 percent in Indiana • Two non-licensure candidates—100 percent placement • Two school-based positions—50 percent in Indiana; 50% out-of-state SPRING 2017 COMPLETERS: • 61 eligible for licensure—100 percent job placement or graduate school • 57 full-time teaching positions—79 percent in Indiana; 11 percent out-of-state • One Fulbright Award—overseas • One youth-based nonprofit organization— Indiana • One graduate school—out-of-state • One athletic contract—overseas • Six non-licensure candidates—100 percent job placement or graduate school • Three graduate school—67 percent in Indiana; 33 percent out-of-state • Three sports-based organizations— 100 percent in Indiana

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GRADUATE PROGRAMS

ENL FACULTY AND STUDENTS SUPPORT COLLABORATIVE FAMILY ENGAGEMENT

By Katie Brooks, Brooke Kandel-Cisco, and Cathy Bhathena The U.S. Department of Education awarded Dr. Katie Brooks a five year, $2 million Title III National Professional Development grant in 2016. This grant is paying for teachers to earn teaching licenses for teaching English as a New Language (ENL). One focus of this grant is on family engagement between schools and parents who are immigrants. Dr. Katie Brooks, Dr. Brooke KandelCisco, and Cathy Bhathena are collaborating with Natural Helpers (NHs) from the Indianapolis Immigrant Welcome Center (IWC) on a research project to support schools in engaging with immigrant families as partners and educational change agents. Natural Helpers are established Indianapolis immigrants who understand and remember the challenges of moving to a new place, learning a new language, finding a job, and establishing a home in the United States.

We believe in going beyond traditional views of family engagement in schools that often focus on white, middle class perspectives on family engagement and view “other” parents from a deficit perspective (Barajas-López & Ishimaru, 2016; Baquedano-Lopez, Alexander, and Hernandez, 2013). We are working with families, schools, and communities to find ways that we can learn from each other so that schools and communities become more culturally and linguistically responsive, and immigrant parents’ voices and agendas are an integral component of family engagement agendas and spaces (Beckett, Glass, and Moreno, 2012; Hong, 2011). While several researchers are working with families to advocate for changes in schools, there is a dearth of examples of universities working with families, teachers, and school administrators to develop collaborative relationships and co-construct educational and community change initiatives (Barajas-López and Ishimaru, 2016; Ishimaru, 2017; Lindsey and Lindsey, 2011).

Our first step in this project was to understand from parents’ perspectives how they would like to be involved in their children’s education and how schools and universities can best engage with them in these efforts. Eleven NHs interviewed 113 parents from Myanmar, Ghana, Congo, Mexico, Syria, and Ethiopia. Then the NHs worked with Dr. Brooks and Dr. Kandel-Cisco to share and analyze the interviews. We learned that the parents wanted to build relationships with and learn from educators and other school families, and contribute to the environment and life of the school community by helping the community members and educators to become more culturally responsive. The parents wanted a sense of belonging to the broader Central Indiana communities.

We have used what we have learned to develop workshops for teachers, ENL course development for the COE, and develop a plan for our 2018 work; organizing parents and teachers to work together to plan a parent engagement project. A few NHs worked with us to develop the family engagement workshops. We sought feedback for the workshop from teachers and administrators at the annual Indiana Teachers of English to Speakers of Other Languages (TESOL) conference in November 2018. We are currently piloting workshop content in our ENL licensure classes. The preservice and practicing teachers in our grant classes are using what we learned to engage in class projects with parents who are immigrants to develop crosscultural relationships, learn from each other, and plan a school change project for enhancing family engagement in schools. We piloted the first phase of this project in our graduate licensure classes in the spring and refined and implemented them with the graduate cohort this summer.

REFERENCES Baquedano-López, P., Alexander, R. A., & Hernandez, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Research in Education, 37(1), 149-182.

Barajas-López, F., & Ishimaru, A. M. (2016). “Darles el lugar” A place for nondominant family knowing in educational equity. Urban Education. Doi:10.1177/0042085916652179.

Beckett, L., Glass, R. D., & Moreno, A. P. (2013). A pedagogy of community building: Re-imagining parent involvement and community organizing in popular education efforts. Association of Mexican American Educators Journal, 6(1), 5-14.

Hong, S. (2011). Cord of three strands: A new approach to parent engagement. Boston, MA: Harvard University Press.

Ishimaru, A. M. (2017). From family engagement to equitable collaboration. Educational Policy, 0895904817691841.

Lindsey, D. B., & Lindsey, R. B. (2011). Culturally proficient school communities: Connecting bicultural parents to schools. In E. M. Olivos, A. M. Ochoa, & O. Jimenez-Castellanos (Eds.), Bicultural Parent Engagement: Advocacy and Empowerment. New York: Teachers College Press.

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GRADUATE PROGRAMS

INSIDE THE INAUGURAL 2017 HINKLE ACADEMY WELLNESS AND LEADERSHIP YOUTH SUMMIT

By Matt Nicholson ’13 encouraging Butler University student-mentors. This experience provided these metropolitan Indianapolis urban youth the opportunity to benefit from a new or renewed sense of relationship with their community and peers, as well as a new or renewed appreciation for physical activity and the natural beauty of the ButlerTarkington, Indianapolis area.

Nearly 30 percent of Indianapolis youth ages 6-11 along with 25 percent between the ages of 12 and 14 live in families that are below the poverty line. Of these families in Indianapolis, 65.9 percent are single mother households, and 48 percent of children in Marion County live in single parent homes.1 In addition, the high school graduation rate is just 72 percent, well below the state average.

An estimated 220,000 children in central Indiana are at risk for diabetes, heart disease, and cancer based on their physical state,2 these factors also significantly contribute to an obesity rate of almost one out of three adults in Marion County.3 In an effort to combat these alarming statistics, the Hinkle Academy Wellness and Leadership Youth Summit designed a curriculum to educate and promote wellness for metropolitan Indianapolis youth and introduce this target population to the Butler University community, campus, and culture.

Three Indianapolis urban youth programs, including La Plaza Community Center Inc., Mary Rigg Neighborhood Community Center, and John H. Boner Community Center had the opportunity to spend one day on the Butler University campus over this three-day summit.

Forty-four students, ages 9-14, experienced learning, cooperation, and fun while participating in several safe physical activities as well as connecting with positive and

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We were all able to share a passion for health and wellness on the Butler University campus together through team challenge activities including a session led by the Butler outdoor education staff and a field trip to Newfields, formally known as the Indianapolis Museum of Art, where the students participated in a round of miniature golf.

Additionally, the students had the opportunity to engage in basketball, handball, capture the flag, and pickleball at the Health and Recreation Center (HRC) along with soccer and Ultimate Frisbee sessions on the Quad. Another movement activity for each group was a scavenger hunt exposing them to various campus facilities as they made their way to lunch at ResCo, yet another highlight.

These opportunities and experiences were tethered to the values of The Butler Way along with health and well-being which promote quality of daily living. This project incorporated the Butler University pillars of passion, servanthood, unity, humility, and thankfulness by

serving these youth alongside members of their own neighborhood at no cost to them.

This youth summit proved to be a positive experience touching on all involved, not only physically but mentally and socially as well. To help commemorate this experience and show appreciation, each student participant was given a Butler University T-shirt as a way for them to take their story and experience back into their neighborhood and further spread The Butler Way message.

At the conclusion of each day, students filled out an eight-question survey. With 100 percent participation, the data collected indicated a rating of 4.45 out of 5 or above average when compared to other like programs with all 44 students indicating they would return next summer if given the opportunity. Students’ written comments included, “I really enjoyed myself,” “This was fun,” “Thanks for an amazing time!” and, “Awesome.”

This was a rewarding experience for me as a person, graduate student, and young professional. The summit was a significant opportunity for me to reflect on personal values and help impact the campus as well as the local community while gaining valuable leadership experience.

A special note of appreciation goes out to the College of Education and the Human Movement and Health Sciences Education department for creating this idea and opportunity including Dean Ena Shelley, Associate Dean Deb Lecklider MS ’89, Dr. Mindy Welch ’79, who secured the grant, and Professor Art Furman, Project Mentor and Course Instructor. Other professionals contributing to the summit’s success were Chris Price, COE Office and Budget Manager; Kordia Kell, Challenge Education Coordinator; Janine Frainier, Butler Bookstore Manager; Lauren Fish, Butler Dining Services; and John McShane MS ’18, Community Program Director for the Peace Learning Center.

Lastly, a big note of thank you goes to the four studentmentors, Tyler Wideman ’18, Clay Hypes ’19, Davis Furman ’18, and Anthony Murdock ’17 for making this experience so special.

Thank you all for helping to spread the core values of The Butler Way!

2018–2019

GRADUATE ENDOWED SCHOLARSHIPS VIVIAN and DAISY JONES SCHOLARSHIP Annie Zipes April Adams Hope Amor Anatasia Luc JERRY L. BURRIS EDUCATIONAL LEADERSHIP SCHOLARSHIP Mark Barth Brandon Brooks Bianca Rivers DR. DAISY (MARVEL) JONES SCHOLARSHIP Molly Cordes Sydney Harris Alicia Justice Hannah Kinsey Suzanne Lamson Sierra Mathews Louise Ellen Sheffield Madison Viering Bianca Rivers Kelsee Keitel Annie Zipes Anna Nguyen Navonda Adams Nicole Gruber Stephanie Mabry Roosevelt Washington III Katie Hall Emma Rulison Autumn Elkins Lindsay Timmerman

Rickil Jaynes Kayla Hiatt Danielle Schneider-Mora April Adams Olivia Zienty Bridget Spitale Sarah Martin Jason Marer Hillary Lewandowski Elizabeth Hehner Brent Freed Adam Gaff Joanna Hewett Amy Baker Carly Meeker Katherine Kelly Kaylen Overway Eleanor Hersh Shelby Dodson

ARTHUR KRUEGER SCHOLARSHIP Molly Cordes Sheldyn Duff Katherine Evans Christopher Percifield Brandon Placher

Kelsee Keitel Anna Nguyen Basel Maarouf Jesse Pruitt

EVA YOUNG WILES SCHOLARSHIP Indianapolis, IN Poverty Data 2015 2 IndyStar September, 2015 3 County Health Rankings 2017

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Katherine Evans Kendal Franz Kitti Gal My My Ha Megan Hamilton

Sydney Harris Navonda Adams Nicole Gruber Stephanie Mabry

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GRADUATE PROGRAMS

AN INTERNATIONAL LOOK AT SCHOOL COUNSELING

By Dr. Brandie Oliver ’96 MS ’07

In June, I had the great pleasure of leading a short-term study abroad trip to London and Edinburgh with 11 school counseling graduate students. Our trip focused on learning more about “third culture kids” and how school counselors can best support these students. Before leaving for London, we read Third Culture Kids Growing Up Among Worlds by David Pollock and Ruth Van Reken to provide foundational knowledge and give us a platform for discussion. I was thrilled that our first school visit would be to ACS Hillingdon International School in London. For about five years, I had been communicating with the school counselor at Hillingdon about possible collaborations, so this was a dream come true to bring a group of students to her school. Meeting Lauren at Hillingdon was a phenomenal learning experience. She provided a day of learning about the International school system, third culture kids, and allowed us to really get a sense of her school community.

The next day, we were able to visit the sister school, ACS Cobham International School. This school visit offered a much different yet equally rich learning experience. We received a surprise gift to learn we were attending on the last day of the school year and were invited to participate in one of the end of the year traditions of “clapping out” the students as they exited the school building. As teachers, parents, and other loved ones lined up outside, the students eagerly walked out of the building into the sea of supporting claps and cheers signifying they had finished another school year. For several students, this was “goodbye” because their family would be moving to a new country. It was evident this school tradition was one of great value to all participants, especially the students that were leaving the school.

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Our next and final stop was Edinburgh. We were able to visit Castlehead High School, a public school in Glasglow. While this school did not offer school counseling as we know it in the United States, we learned how students receive support through a pastoral care model.

Additionally, we were able to meet, listen, and learn from three amazing students about a peer program that has been successful and instrumental in their lives.

Of course the trip was not all about school visits. We found time for sightseeing, free exploration, taking in a Broadway show in London, hiking Arthur’s Seat in Edinburgh, eating good food, and having fun.

After reading the students’ final reflection projects, it was clear that this trip made an impact on both their personal and professional development. I wanted to share three excerpts from graduate students depicting their experience.

“It is important to know your students and embrace the diversity of who they are as individuals. Use this individuality to teach other students about diversity.” —Michelle Amlung MS ’18, Cohort 20 “Every person we met in the schools composed themselves in the most passionate, affirming, unconditional regard for students and I loved witnessing that because that is exactly how we are being trained through this program.” —Andrea Baylin MS ’18, Cohort 19 “I was particularly moved by the passion and dedication of the lower school counselor we met on our first school visit. The passion in her voice made me realize how rewarding the role is, and how being an advocate and system change agent can impact the kids’ lives dramatically.” —Basel Maarouf MS ’20, Cohort 21

OVERCOMING CHALLENGES AS FIRST-YEAR SCHOOL COUNSELORS

By Addison Ulmer MS ’18 and Heather Burton MS ’18

“What did we get ourselves into?” was all we could say after starting our first year as professional school counselors. Taking on an elementary counseling position, starting our final year of the COE Master’s in School Counseling, and creating a new comprehensive school counseling program came with its fair share of challenges.

Each of us coming from relatively small, rural schools, our program needs and challenges were quite similar.

The first of many hurdles was identifying our roles and advocating for our new positions. After defining for ourselves the different functions and roles of an elementary school counselor, the focus became, “How do I help students and staff understand what I do, so that I can make a difference here?” By communicating and advocating for what our positions entail as well as continually building rapport, we have seen positive change in our relationships with each of our staff. Now, they often seek us out for help and we are able to work more collaboratively to do what is best for our students. We often felt like we needed to prove our place within the school. Because of this, building positive, trusting relationships with teachers, staff members and, of course, students is one of our top priorities.

It sounds simple but one of the best ways to build rapport is just to be present and visible. Making it a priority to, as often as possible, greet students in the morning, visit with them during breakfast, lunch, or recess, and tell them goodbye at the end of the day can make a big impact.

Although this is time-consuming, it is absolutely worth it!

Another demanding aspect of accepting a school counselor position where they had not had a counselor for many years is the process of creating a comprehensive program from scratch. There are benefits in getting to create your own program, but it can also be quite challenging. To help with teacher buy-in and really get a handle on the needs of the school, we began with teacher needs assessment.

This gave a picture of what staff believed to be important when it came to group ideas, class lessons, and the needs of our students. Not only was it important to use this data to guide our programs, but it also showed teachers that their opinions are valued and we best support our kiddos with a team approach. From there, we spent countless hours planning lessons, activities, and a schedule to fit it all in while aligning our work to state and national school counseling standards. We continually checked ourselves to

ensure we are doing our best to meet the individual needs of our school. This will be a learning process as we become more experienced and continue to better understand our students’ needs.

Overall, the most challenging aspect of being first-year counselors has been second-guessing ourselves. Counselors often feel like they are always “on,” constantly waiting for the next crisis or issue they’ll need to “fix.” We struggled with self-doubt when it came to decisions and interactions with teachers and students often asking, “Was that the right thing to do?” or “Should I have done something different?”

As our first year continues to progress, we become more confident in our actions and better advocates for all students. We are fortunate to have many relationships with mentors, professors, and fellow graduate students we have relied on, as this is what helped us to be successful this first year. In addition to those relationships, I think it also came down to realizing that as long as we’re doing the best we can for our kids that is all we can do. Just like we tell our students, we can learn from any mistakes or challenges and continue to grow in our roles as elementary school counselors.

This year, we’ve built much more than the beginnings of comprehensive school counseling programs. We’ve built confidence in our choices and ourselves. We’ve built awareness that our own needs and self-care must be a priority for us to help others. And we’ve built reliable relationships with not only our teachers and students, but also our mentors, professors, and peers that we will be continually grateful for moving forward. As we wrap up this first year as elementary school counselors and count down the days to graduation, we love what we’ve gotten ourselves into! We could not be more excited, prepared, and ready to take on even more challenges as we continue our careers as professional school counselors.

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GRADUATE PROGRAMS

EPPSP FAMILY LEGACY

By Laura Christie MS ’19 Jacobs shares: “Recently, my daughter, Laura Christie MS ’19, started discussing EPPSP for a second generation. I had an inkling that Laura had developed a deep respect for the program, as she knew many educational leaders who had participated from the early to the most recent groups. Being the daughter of a mother in the same profession could be daunting, considering the undeniable comparisons that could be made between us. However, I prefer the quote by Anita Diamant, ‘The more a daughter knows the details of her mother’s life, the stronger the daughter.’”

Butler University’s Experiential Program for Preparing School Principals (EPPSP) for one mother and daughter runs in the family. Butler is helping both women leave a legacy in educational leadership.

As a teacher of social studies at IPS John Marshall Junior High School, Debra Jacobs MS ’93 became a member of Group 10 in Butler’s EPPSP program in January of 1991. The EPPSP Director was Dr. James Ellsberry. Her sponsoring principal was Carole Craig MS ’70, a pre-EPPSP Butler-educated educational administrator. Annie Mayes MS ’72 of Group 3 served as her sponsoring assistant principal. Jacobs had only lived in Indiana one year prior to this new commitment as she began her teaching career at Benson High School in Omaha, Nebraska. Inspiring relationships with her building principals and the Butler program prepared Jacobs to lead in education and developed her skills in ways that benefited schools in which she worked during her career. Relationships with other leaders from EPPSP gave Jacobs a lasting network during her leadership.

Jacobs’ post-EPPSP highlights began by serving as the first female Assistant Principal for Northview Middle School in the Metropolitan School District (MSD) of Washington Township. Next, she had the honor to be first Principal of Jackson Creek Middle School in Bloomington, where she helped design and implement a positive school culture with the new staff members.

In moving to the high school level, Jacobs served as the first and only female principal at both Fishers High School and Pike High School. Jacobs will be retiring this June as a central office administrator at the MSD of Pike Township.

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My mother’s time in EPPSP influenced me to choose education. Witnessing the growth and relationships my mother developed during her career made choosing Butler the only way. The truth is that my mother may be retiring, but both of her kids have dedicated their professional lives to education, which furthers her legacy. Chris Jacobs, my brother, currently serves as a Dean and French teacher at Park Tudor in Indianapolis.

Education and leadership is a uniting factor in the family.

In January 2018, I became a member of Group 37 in Butler’s EPPSP program 27 years after my mother.

I am currently a fifth grade teacher at Sand Creek Intermediate in Hamilton Southeastern Schools. Dr. Jill Jay MS ’04 of Group 22 is now the EPPSP director.

My sponsoring Principal Brent Farrell and Assistant Principal Bryan Alig, Group 23, both are supporting me with many hands-on experiences and guidance.

I have been an educator for 18 years and look forward to increasing my impact on students in educational leadership. Hamilton Southeastern has provided plenty of teacher leadership opportunities by allowing me to lead professional development, guide PLC, and serve on curriculum and district committees. Literacy curriculum and helping shape student learners in my classroom have been rewarding. My years in the classroom have been about mastering teaching and continuing to be the most innovative educator I can be. I am always willing to take on new challenges for my students. Now, I look forward to following in my mother’s footsteps and growing leadership skills that will allow me to be an excellent administrator.

The EPPSP members from Group 1 through Group 37 will continue to blossom into the next generation of educational leaders.

EPPSP AND SCHOOL COUNSELING STUDENTS PLAN AND PREPARE FOR LEADERSHIP THE BUTLER WAY

By Jason Marer MS ’18 In July 2018, Butler University’s College of Education (COE) hosted Student Leadership The Butler Way Camp for high school students interested in gaining leadership experience and learning about the tenets of The Butler Way. This year’s camp primarily focused on college and career readiness, community service, and goal setting.

At the end of the camp, each student created a school-based and/or community-based goal action plan that they will be expected to implement in their schools during the 2018–2019 academic year. Students submit these plans to the COE, and upon review, Butler University will award a Butler Youth Service Award to one action plan developed during the conference.

their schools.”

For COE graduate students, the camp is not only an opportunity for high school students to acquire valuable skills, but also a chance for these future school administrators to plan and oversee a four-day conference.

“I hope some of the main takeaways are the power of selfdiscovery and reflection, the importance of taking time to get to know others, and working with others to reach a common goal,” said Katie Klee MS ’18, EPPSP Group 36. “I am excited to collaborate with my peers in EPPSP to create a meaningful, impactful, and memorable summer experience for high school students.”

Hamilton Southeastern High School won the Butler Youth Guest speakers included COE Working with Associate Dean Service award in 2017 for their Work SMaRT Program, which Professor Dr. Lori Desautels ’84, enables students to hear from community leaders about different Dr. Deb Lecklider, graduate career paths. who spoke to students about students in the Experiential neuroscience and the brain.

Program for Preparing In addition, Flora Jones MS ’16, Student School Principals (EPPSP) developed the Services Director of Indianapolis Public curriculum and interactive team-building Schools and EPPSP Group 34, spoke to activities students participated in this students about success, goal setting, and summer. In addition to EPPSP members, achievement.

Master of Science in School Counseling After attending this conference, students students assisted camp participants in Lawrence North High School will be able to demonstrate and practice engaging in collaborative conversations students collaboratively working on their schoolteam leadership through active group about passion, servanthood, unity, based goal action plan at last participation, be inspired to do something by thankfulness, and humility. year’s camp. creating an action plan to implement in their “I joined The Butler Way Camp committee to school and/or community, and expand their be involved in something here at Butler University,” said knowledge about college and career readiness.

Liz Hehner MS ’18, EPPSP Group 36. “I am most looking “The Butler Way can really impact kids to change their forward to forming relationships with the students that communities,” said Adam Gaff MS ’19, EPPSP Group 37. “I attend the camp. I am excited for these high school students hope that each camper walks away with a sense of purpose to start making plans for their future. It is awesome for and possibility. I am going to work hard to ensure the them to get a chance to talk to and hear other people’s curriculum and camp culture empowers our campers to stories and what they have done to get to where they are.” learn and grow.”

“I like working with high school students to develop To learn about next year’s Butler Way Camp visit www. leadership qualities in a fun and engaging way,” said Brent butler.edu/teach-butler/teach-butler-workshops.

Freed ’09 MS ’19, EPPSP Group 37. “I am working with

a great team that is designing an awesome curriculum that will challenge students to make a difference. I hope students can take away ideas to make a positive change in 23

ALUMNI

A REAL-LIFE WONDER WOMAN DAWN FLEENOR SONSINI ’03 NAMED 2018 DISTINGUISHED ALUMNA The College of Education seeks to recognize Distinguished Alumni. Nominations come from external nominators or on behalf of one of the College’s degree programs. Nominees must have demonstrated an ongoing commitment and service to elevating the field of education or have been recognized regionally or nationally as outstanding leaders in education and the community. Individuals should also demonstrate a contribution toward the vision of the College.

Submitted nominations are then reviewed by an external review board comprised of a College of Education Board of Visitor member, a past distinguished alumni recipient, a representative from the College’s recruitment, retention, and recognition committee as well as representatives from the University’s alumni office and the Dean’s student advisory board.

The review board may then move forward one recommended candidate to the full faculty/staff for a confirmation vote. This year, upon recommendation from the committee, the full faculty and staff confirmed an outstanding candidate for this award: Mrs. Dawn Fleenor Sonsini ’03.

Her nominator, on behalf of the elementary program, was Dr. Arthur Hochman. He shared: “Dawn Fleenor Sonsini was born to shine. She has never done anything halfway, or even 100 percent. She has always pushed herself in ways that often feel as if there are two of her. While at Butler, she got her elementary license, a middle school endorsement, and a Kindergarten endorsement. She has taught primary grades and is now a middle school principal. She has excelled as a coach, teacher, and now as an administrator. She has won major awards at every level, including:

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› Richmond Community Schools Rising Star 2004–2005 › Kappa Delta Pi Educational Foundation Counselor’s Scholarship 2007 › Richmond Community Schools, Fairview Elementary School Teacher of the Year 2012 and most recently: › Indiana Association of School Principals, District 6, Principal of the Year.

She has consistently led initiatives and improved the culture and curriculum at every school where she has been. Personally, she was a surrogate for her sister, carrying and delivering twins on her behalf, having to be hospitalized in the process. You won’t meet a colleague who has a bad word to say about her. In fact, one of her school counselors stated: ‘Dawn has been the Northeastern Middle School Principal for four years and the first principal of our newly created middle school.

She has been instrumental in developing high expectations and training for teachers as they develop digital curriculum. During our professional development time, she works hard to develop team building and positive school spirit. She has high energy and intense passion for the success of our students. This investment has paid off resulting in [our school] being awarded the grade of A by the Indiana Department of Education for the last two years. We were also recognized by the Department as one of 200 ‘Promising Practices’ schools in the state for using social media to connect with families and the community.

Additionally, our new middle school has already earned the AdvancedED Certificate of Accreditation.’”

Dr. Hochman concludes his nomination by saying,

“If there is a Wonder Woman in real life, it would be Dawn Sonsini.”

IMAGINE JOY FOR LEARNING

By Jacki Rogers MS ’17 EPPSP Group 35, Jennifer Scott MS ’17 EPPSP Group 35, and current EPPSP student Brady Edwards Group 36

IMAGINE THE VISION When the Town of Plainfield, Indiana’s Parks and Recreation staff no longer needed the Clarks Creek Natatorium, school officials began thinking about the best ways to repurpose the space, and the Imagination Lab was born.

The Imagination Lab will be a destination for all Plainfield Community School Corporation (PCSC) elementary students. Expanding their minds through imaginative, hands-on experiences, they will explore concepts that will lead to careers not yet in existence.

The real impetus behind the center came from Superintendent Scott Olinger ’85, MS ’90. “We have excellent students, taught by excellent teachers. We perform well on state tests. But what happened to the joy in learning?”1 This question became a challenge put forth by Mr. Olinger over the course of the last year. “State-mandated standards and tests won’t go away anytime soon, but in Plainfield, we want children to be excited about learning.”

That helped to guide the development of the Mission and Vision of the Imagination Lab. The vision is, “To inspire a joy for learning that leads to a lifetime of opportunity. The mission of the Imagination Lab is to empower students to think for themselves, imagine their futures, and grow the confidence, desire, and drive it takes to change their world.”

IMAGINE THE LEADERSHIP As with any new endeavor, leadership is critical. The Imagination Lab is no different and is being led by two innovative thinkers, Dr. Mary Giesting and Tracy Ballinger.

These women are supported by a steering committee of teachers from across the district and a group of students called “Quaker Imagineers.”

While planning, the steering committee visited schools and organizations in Colorado, Illinois, and across Indiana to gather ideas of pedagogy necessary to establish the Imagination Lab. The committee also spent time developing ideas for curriculum, as well as what the Imagination Lab will look like from a teacher’s perspective.

The Quaker Imagineers are a group of elementary, middle, and high school students who have been working with PCMS and Plainfield High School engineering teachers to create a robot ambassador of the lab. They decided on the 1 Initial news release written by Sabrina Kapp, Director of Communications, Plainfield Community School Corporation

name Quaker Imagineers Robot Ambassador or QIRA for short. Read more about QIRA on our blog, written by the elementary Imagineers: www.plainfield.k12.in.us/o/theimagination-lab/page/quaker-imagineers.

IMAGINE THE SPACE The Imagination Lab has been carefully designed to provide Plainfield students with the best opportunities to be creative, innovative, and imaginative. By creating Thinking Studios, Fab Labs, Sound Labs, Green Screens, Maker Spaces, Messy Spaces, an Emerging Technology Space, and the Learning Garden, the Imagination Lab guarantees an optimal learning experience for every type of learner.

Plainfield students will go to the Imagination Lab at least once a month. While at the Lab, students will participate in Odysseys, which are designed to help students with the following experiences: building, connecting, creating, digitizing, growing, inventing, investigating, and sustaining.

IMAGINE THE POSSIBILITY The Imagination Lab has rapidly become a community project as more and more people have become aware of what it has to offer. Locally, the Duke Energy Foundation donated $25,000 to help create the outdoor Learning Garden for the Lab. The Plainfield Legacy Foundation donated $10,000 to help create the robot, QIRA. The Imagination Lab’s success will rely on community volunteers. Each Odyssey will need 10 to 20 active volunteers to help in a variety of ways. The Imagination Lab will utilize volunteers to help with ancillary projects at the lab as well. The Imagination Lab is currently looking for volunteers. For more information on how to be part of the unique experiences the lab will offer, and help empower our learners to continue their joy in learning, visit: www. plainfield.k12.in.us/o/the-imagination-lab/page/odysseyvolunteers. We encourage you to “Imagine the Possibility” of the Plainfield Imagination Lab with us!

Brady Edwards (current EPPSP student) is on the steering committee for the Imagination Lab and will have students who will experience the Odyssey from his fifth grade class at Van Buren. Jennifer Scott (EPPSP Group 35) and Jacki Rogers (EPPSP Group 35) are both Elementary Assistant Principals whose students will benefit from the experiences in the Imagination Lab. As an additional note, Brooke Walden (Eppsp Group 35), Assistant Principal of Plainfield Community Middle School, is helping roll out the new IDEA Lab, encouraging problembased learning and collaboration at the middle school level.

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ALUMNI

A JOURNEY WORTH EVERY MOMENT

By Julie (Baumgart) Hill ’93 MS ’00 more involved in the American School Counselor Association (ASCA). By attending the ASCA Delegate Assembly and Leadership Development Institute, I gained a new network of colleagues—my fellow presidents from around the country. Beyond networking and sharing ideas, I am honored to say many of these people have become lifelong friends; I even married one of them! This group of leaders taught me so much and ultimately encouraged me to pursue a role on the ASCA Board of Directors.

It doesn’t seem that long ago I walked across the stage of the Hilton U. Brown Starlight Theatre at Butler University (although the fact it no longer exists suggests it has been a while!) to receive my master’s degree in School Counseling.

The three years of long days and late nights completing my classes, practicum, and internship had finally allowed me to move on to the next chapter of my life. Little did I know the journey that lay before me. Although I didn’t know at the time how important it would be, Butler’s School Counseling program gave me the tools and the confidence to embrace leadership in a way I never imagined.

As with any new professional, it took me a few years to get my feet under me. While I left Butler very well prepared, you can never be fully prepared for everything. I stayed in contact with many of my cohort members and our professors and relied on their wisdom and guidance. It wasn’t long before I was approached about getting involved with the Indiana School Counseling Association (ISCA) Board. My service there began as Conference Chair, then as President, and eventually the Legislative Issues Chair where I continue to serve. Several ISCA Board members served as some of my early leadership mentors.

Through this experience, I had the opportunity to become

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As I look back on my time on the ASCA Board, these six years have been a great deal of work, but also the most incredibly enriching experience of my career. As a board member, I have been part of the development of a vision for the association and have watched it grow and thrive. We enjoy high-level discussions on the future of education and our profession. In my time on the board, including the past three years as chair of the Board of Directors, I have been afforded opportunities I could never have imagined. I have collaborated with leadership of several national education associations. I have met with U.S. Secretaries of Education Arne Duncan and John King and members of Congress to discuss our role and how we can better utilize school counselors. I have enjoyed several meetings and events with the Ambassador of Switzerland to learn more about the Swiss Apprenticeship model and how we might replicate it in the United States.

I spoke on a media panel in New York City addressing the role of the school counselor in the Netflix series 13 Reasons Why with the show’s producer, Netflix’s Vice President, and others. I’ve collaborated several times with former First Lady Michelle Obama and the staff of her Reach Higher initiative to promote the school counselor’s role in student post-secondary planning and success.

I have been truly blessed by the network of mentors and colleagues who have supported and encouraged this journey, the professors who shaped my skills, the peers who learned along with me, the mentors who supported me, and the colleagues who affirm me. I would not be where I am today without them. Their influence inspires me. And I hope to inspire others on their journey as well.

MAKING AN IMPACT

By Brian Clarke ’02 MS ’08 When I started my college career all I was certain of was that baseball and education were priorities for me. I hoped to be able to make an impact somewhere at some point in my life, but I didn’t really know what that would look like. What I didn’t know was what an impact Butler would have on me. The experiences and opportunities Butler offered me led to an incredible passion and career in strength and athletic development.

My wife Michelle ’01 MS ’08 and I graduated from the Human Movement and Health Science Education (HMHSE) program with both Health and Physical Education licensure. She added Spanish to her degree and I added Exercise Science to mine. In addition, I was a member of the baseball team and the Tau Kappa Epsilon (TKE) fraternity. Michelle was captain of the dance team and member of Delta Gamma sorority. Both Michelle and I later decided to pursue master’s degrees from COE in School Counseling and Educational Administration, respectively.

All of these experiences coupled with the rigorous curriculum at Butler enabled us to be highly prepared for the challenging, but rewarding field of education.

Upon undergraduate completion, I was offered a job at Pike High School in Indianapolis. During that first year, I passed the National Strength and Conditioning Association’s Certified Strength and Conditioning Specialists® (NSCA-CSCS) exam, which allowed me to serve as their Strength and Conditioning (S&C) Coach and Wellness teacher. As a young teacher, I was eager to learn and grow in the S&C field and sought out the best opportunities. I was blessed to then serve at Warren Central High School in the same capacity. In 2008, I was hired at Noblesville High School to teach and serve as the Head S&C Coach for the athletic teams. In all I have coached teams to 11 State Championships and four runner-ups. I found my passion.

Within the first year, I began creating a culture of appreciation for S&C throughout the school. In fact, at Noblesville High School (NHS), we increased the number of students participating in S&C from 87 students 10 years ago to over 650 students last year. NHS is now considered the largest high school S&C program in the nation, and over 125 schools have visited our program since August 2016. As our program grew, and I became the NHS Wellness Department Chair, I was having conversations with the Butler HMHSE

faculty to bring classes to Noblesville so students could get a glimpse of one type of job within the field of Wellness. It wasn’t long before I started hosting semester-long interns from Butler where the HMHSE student would spend over 325 hours with me in the weight room, out on the fields, and helping students reach their potential. They help conduct our summer program for all student athletes, and assist as we create our S&C programs for all of the athletes. In addition, they realize that having a teaching license is a game changer in this field. Working in a school is one of the most gratifying experiences, and the Miller students and Butler interns are the reason for this!

Over the years, I have hosted regional and national conferences, currently serve on the Board of the National High School Strength Coaches Association, and have been a professional development and national speaker.

I’ve developed podcasts and been published in journals. I was a contributing author for the International Youth Conditioning Association 2017 Principles of Athletic Strength and Conditioning, and was nominated for the Coach/AD Magazine 2018 Top 40 under 40 award. Never in my wildest dreams would I have ever imagined the opportunities afforded to me over the years. As the HMHSE professors would tell us, “You make your own luck through hard work and perseverance.” And each time I host an HMHSE intern or speak to one of the classes, I remind them that they will earn their way through their careers—the impact they make is in their own hands.

I can’t go back to my college days. But as I continue my work, I can’t help but think back on my Butler education and the opportunities that I have had to give back over the years.

The Butler Way has been a guiding principle as I continue to work hard to impact my own students and athletes because I know first-hand what impact the HMHSE program has had on me, and I hope to pay it forward.

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ALUMNI

BUTLERTALKS: A PODCAST FOR THE BUTLER COMMUNITY

By Joey Hewett ’12 MS ’20 Stories are one of the most basic human connections.

As people, we seek to be seen and heard; to have our stories and experiences validated. We develop connections, empathize, and realize we are not alone.

This was what kept coming up in our class, week after week. We all had stories and while we shared them in class, there was a missing link. Then, low and behold, someone tossed out the idea of a podcast.

Could we create a podcast that would be a place to collect stories from across our campus?

What happens when a professor co-constructs a class alongside students, is grounded in projectbased thinking, and includes a cross-pollination of colleges? You get Dr. Pangan’s class of ED 453: Perspectives in Leadership.

This class examines what it means to be leader in a variety of contexts and helps students better understand their leadership styles as well as how to be a leader wherever they may be in their life journey.

This year our class was made up of 27 individuals, representing almost every college at Butler. We spanned a variety of points in our academic careers. Dr. Catherine Pangan MS ’99 was our main professor, as well as other guest professors and visitors who helped to guide and inspire our thinking.

Our class started without a fully constructed syllabus, which if I’m being honest, was a bit alarming, as every college course has a syllabus with due dates and assignments. Instead, we were greeted on Moodle with several assignments to help kick-start our semester, including creating self-introductions videos. We were encouraged to collaborate from the beginning. As the weeks went forward, our syllabus and curriculum began to unfold, but it all started with a book and a provocation.

Tony Hsieh, creator and founder of Zappos, is a leadership guru. His companies have been successful in almost every sense. He embodies a variety of leadership styles and he was one of our big mentors this year. We read his book, Delivering Happiness and were challenged to dream as big as we could. What might we do that could get us on the cover of Forbes (dreaming big here), give back to the community, and highlight our leadership styles? We began to brainstorm and had a lot of different ideas. One idea, however, prevailed throughout the weeks—we brainstormed the power of stories.

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Now, if you haven’t met Dr. Pangan, she is a bit like Ms. Frizzle—magical, wildly innovative, and always positive. She encouraged us to go down this road and began weaving her magic. We grouped into committees based on how we wanted to grow and began digging into what it would take to create a podcast. Dr. Pangan helped connect us with podcast experts, people on campus who would be interested in this project, and anything else we needed. We ran into differing ideas and opinions and had to decide as a class what we wanted and how to proceed. We were able to explore conflict while remaining respectful towards one another. We were getting to be leaders and experience the highlights and the struggles of what it means to be a leader.

Over the weeks, we realized that our podcast was going to be a real thing.

We began collecting stories that were meaningful to us.

We interviewed people who fell in love at Butler, favorite professors, roommates who are still close friends, and many, many more. Our hope for our podcast became “to highlight the connections, relationships, memories, and life lessons experienced as Bulldogs.”

Fast-forward to the end of the semester. We have officially kicked off our podcast ButlerTalks (it is available on iTunes and Spotify) and is in the “Top Charts” for Educational Podcasts in iTunes! Two classmates are continuing to nurture ButlerTalks over the summer and then we will hand off our baby to the University’s Alumni office, who will continue to manage and support our mission. This project was a HUGE undertaking, but has become something so meaningful; not only for our class but also for the University. We now have a way to highlight our stories and unimagined connections. We hope you subscribe, and if you are interested, send us an email so we can interview you. Our email is butalks@gmail.com. We are from the Butler community and for this community because we love this place. So, come for a walk with us. SIT. STAY. SPEAK.

INFLUENCING THE COE AFTER GRADUATION AN INTERVIEW OF LAUREN HANNAH ’14

By Deborah Corpus ’74

Butler’s College of Education collects and analyzes data as part of our on-going accreditation work. This includes gathering information through case studies focusing on graduates each year.

Lauren Hannah ’14 participated in one of our case studies in the fall of 2017. In this interview, she shares her perceptions of the process.

DEBBIE: Lauren, thank you so much for helping our accreditation process. Please, tell our readers what you’ve been doing professionally since you graduated from Butler.

LAUREN: After graduating from Butler in 2014, I joined the staff of Pike High School. I have been privileged to teach Algebra 1, Algebra 2, Honors Algebra 2, and an Algebra 1 course specially designed for ENL students. I also serve as the Academic Initiative Coach for the football team and as a faculty sponsor for QUEST, a student-led Christian club.

D: In what ways did the Butler program prepare you for teaching here at Pike High School?

L: My time in the College of Education was characterized by early and frequent experiences in the classroom, exposure to diverse groups of students, and consistent opportunities for reflection. I observed both elementary and middle/secondary level teachers in public schools, private schools, and charter schools, visiting schools in both suburban and urban areas. Whether we visited a school, observed a teacher, or taught a lesson of our own, we always reflected on our experience. These reflections continued during my student teaching. The COE is intentional in providing undergraduate students with a wide variety of experiences. These experiences helped shape my identity as an educator and ultimately led me to a school community I love.

D: What did you do as part of this case study?

L: Prior to the classroom observation, I met with Dr. Corpus, Dr. Kandel-Cisco, and Professor Rick Mitchell to explain my instructional and assessment plans for the unit of study.

We also discussed what I knew about my students both as learners and people and how this information impacted my instructional decisions. The following week, they observed one of my classes. They documented evidence of how students were exhibiting growth, how formative

assessments were used, and how I responded to students’ needs with a growth mindset. I then had a post-observation meeting to discuss adjustments that were made during the lesson, as well as changes I would make if teaching the lesson again.

D: What did you learn through this experience?

L: The most valuable takeaway for me was the reaffirmation I received for the relationships I build with students. I collect a lot of data from formative and summative assessments, but a majority of my decisions as an educator are determined by how well I know my students—their individual strengths, areas needing growth, learning styles, hobbies, etc. It meant a lot to have this part of my practice affirmed by members of the Butler faculty.

D: Knowing that part of this process is for the Butler faculty to look at the results and make improvements in our preparation program, what would you suggest for us to think about?

L: Thinking back to my first year teaching, I remember the nerves I felt communicating with my students’ caregivers.

It would be beneficial to have more experience contacting caregivers and to have experienced teachers share their strategies for developing strong relationships with students’ families. Additionally, I serve students who have a fixed mindset toward math, believing they are incapable of growth or success. I would have loved opportunities to practice teaching students about a fixed versus growth mindset.

Note: Alumni of the Butler College of Education who have been teaching 3–5 years are eligible to participate in our case study work. If you are interested, please contact either Debbie Corpus (dcorpus@butler.edu) or Brooke Kandel-Cisco (bkandel@butler.edu).

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FACULTY and STAFF

BRANDON COLE’S DEDICATION DAY CELEBRATION

By Art Furman On Sunday morning, April 22, a flowering magnolia tree and the Butler University Ground School were dedicated in the memory of Brandon Cole. Brandon served on the Human Movement and Health Science Education faculty for four and a half years.

He passed away in October 2017 after a battle with melanoma.

Over 75 students, faculty, staff, and friends came to pay their respects to Brandon and his family. Many others dropped by throughout the day to enjoy BBQ, play corn hole, and participate on the high ropes course—three of Brandon’s favorite pastimes.

Butler’s Student Government Association President, Sam Varie ’19, dedicated the tree planted adjacent to the Garden House. He spoke of his initial interaction with Brandon:

I know Brandon would be very humbled that so many people came to celebrate his life. How do you capture into words the shining light that was Brandon? To me he was a dear colleague and mentor, but most of all he was my close, compassionate, extraordinary friend. Brandon’s contributions to our department were remarkable.

Brandon was a certified Challenge Course manager and his passion, of course, was teaching and training. He never missed an opportunity to teach the hard and soft skills necessary to run the course, but he did it in such a way that left you feeling confident and strong. He had a true connection with all of the staff and participants.

I miss my friend and I miss his presence, but I know that his bright shining light is everywhere, especially in my heart. At this time, we dedicate the Butler Ground School in memory of C. Brandon Cole with his favorite John Dewey quote inscribed, “To be playful and serious is possible, and it defines the ideal mental condition.”

I met Brandon on my first day at Butler for the pre-Welcome Week Wilderness Explorers trip. Before we loaded the buses, he gathered all the anxious, incoming first-year students in a circle and instantly broke the tension and nerves with his dynamic and warm personality. I am thankful that he was one of the first Butler community members that I met. On behalf of the SGA and the student body, we are honored to dedicate this flowering magnolia and plaque to ensure Brandon’s caring presence never leaves the Butler family.

Following the tree dedication, the group made their way across the canal to Butler’s high ropes Ground School. Erinn McCluney, Assistant Director of Recreation for Challenge Education and Outdoor Recreation, shared how much Brandon had meant to her and the University’s outdoor education program:

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Brandon’s mother, Elaine Cole, shared with the group that Brandon’s passion was to become a Butler full-time professor. After serving in an adjunct capacity for several years, Brandon’s persistence resulted in a fall 2013 offer to be a full-time instructor. She will always be thankful to Butler:

Brandon was all in and truly enjoyed being a part of “The Butler Way” and teaching in this loving and caring community.

Brandon and I started together as full time instructors in fall 2013. Brandon was a professor that pushed students past their comfort zone, yet was sensitive to individual needs. He truly cared about them as people first.

Brandon lived by the Theodore Roosevelt quote “People don’t care how much you know until they know how much you care.” He portrayed this spirit of building relationships by bringing his students coffee and donuts at just the right times. Brooke Buckner ’15, recalled:

Brandon’s passion went beyond teaching fundamental concepts of human movement; he truly cared about everyone, showing through many of his actions outside of the classroom.

Whether it was a cup of coffee that was “his treat” or checking in (“How are you?” he would say in the most genuine way), Brandon had the perfect balance, putting together the big picture while remembering the little details.

David Dunham ’20, a current HMHSE student, summed it up best,

Brandon had one of those contagious personalities, where you connected with him on many different levels and areas of life. Brandon is a great example of what it truly means to live!

He embraced life, relationships and encouraged others to be the best version of themselves. Brandon’s character of perseverance and integrity continues to live on through those he met. That is what is amazing about Brandon; he continues to reach others like a ripple effect, even after his death.

APPLIED EDUCATIONAL NEUROSCIENCE—LEARNING TO MEET THE NEEDS OF ALL STUDENTS

By Dr. Lori Desautels ’84 The trauma and adversity that students are carrying into classrooms and schools is changing how educators need to address higher levels of learning and cognition. Fifty-one percent of children in public schools live in low-income households, equating to over 47,000 schools.

When poverty rates are less than 10 percent, the United States ranks at the highest levels of any country in the world in reading, math, and science. However, when the poverty levels exceed 50 percent, there is a significant drop in academic performance across all grade levels and this is where the media distorts how the students in the United States are performing overall. Today, 25 percent of all adolescents are experiencing anxiety disorders and this number actually climbs to 30 percent with adolescent girls.1 Up to one in five American youngsters—about 7-12 million—experience a mental health disorder each year, according to a new report billed as the first comprehensive look at the mental health status of children in the country. And the rate is increasing, said the Centers for Disease Control and Prevention, which produced the study in 2014. 2 Now we are required to attend to much more than teaching reading, science, and math. This time calls for a deeper understanding of how our brains develop, respond to adversity, and how every experience changes the structure and function of brain architecture.

On April 11 and 12, the COE hosted educators and students from around the country desiring to learn how trauma and adversity negatively impact learning emotions and brain development. On Friday, we hosted speakers who met with groups of educators building on how we address research, classroom practices, adolescent development and trauma responsive practices within our schools. Dr. Bruce Perry, director of the Child Trauma Academy, author, and psychiatrist, provided a full day of learning for over 420 attendees on Saturday. His talk was inspiring and informative as we listened to how the recent research in brain science is informing our practices as educators.

The feedback from the symposium was overwhelmingly positive and we are moving forward to further develop the framework and discipline of Applied Educational Neuroscience/Brain and Adversity addressing children and adolescents who carry in adversity and trauma into schools and classrooms.

To find out about our Educational Symposiums or the Applied Educational Neuroscience Certificate, visit: https://www.butler.edu/coe/educationalneuroscience-symposium and https://www.butler.edu/coe/appliededucational-neuroscience

https://www.elementsbehavioralhealth.com/featured/teenagers-arefeeling-more-anxious-than-ever/ 1

https://www.washingtonpost.com/politics/cdc-says-20-percent-of-uschildren-have-mental-health-disorders/2013/05/19/8c316b42-c0b331 11e2-8bd8-2788030e6b44_story.html?utm_term=.4bc4c0f7b7e7 2

FACULTY and STAFF

MY GLOBAL TRANSFORMATION AT HOME

By Lisa Farley

When asked if my family would be willing to welcome a Swedish 17-year-old young woman into our home for 10 days, I didn’t ask many questions but jumped at the chance. I’ve always enjoyed learning about different cultures and I thought it would be fun to host her for the short visit. I knew her name was Ghena, she was from Vallentuna Gymnasium (a high school near Stockholm, Sweden), and I knew she would be part of the College of Education (COE) for the week she was here. I didn’t know the experience would change our lives.

Angelica Granvqvist and Dean Shelley formed not only an educational partnership, but also a friendship that reached out to include the whole COE. When this friendship materialized into bringing two Swedish students to campus as a part of the partnership, it included my husband, Steve, and me as the host family for Ghena Serri. When we met her and the other student, Dan Molodyi, at the airport in February, we became instant friends. Ghena permitted an awkward hug from her host parents as Steve presented her with flowers, but her shy smile and quiet demeanor told me that she didn’t expect that.

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Dan and Ghena, both in their junior year in high school, were selected for a variety of reasons, but partially because of the interesting and incredible life journeys they have both been through. Ghena, born in Iraq, fled the country with her mom and sister at age three to Syria where they were refugees. At age six, they immigrated to Sweden where her dad had moved more than five years before to create a life for them—though none of them spoke anything other than Arabic. Ghena spoke Arabic at home, but had to learn Swedish and English (required by Swedish schools) and is currently working on adding German as her fourth language. Part of Ghena’s story includes that at age six, she didn’t really know her own dad. Part of it includes her feeling different than many other Swedish students because she didn’t look like the typical Swede. Part of it includes her feeling torn between her Arabic heritage and her Swedish home. And part of it includes her desire to become an attorney to help and create lasting change for those less fortunate.

Their visit included doing “typical American” things like eating out, enjoying family time, shopping, and visiting local places. As we were getting to know

Ghena, our relationship was like polite visitors. We shared conversations and laughter about some of the differences and similarities between our families and towns. She shared her unquestionable love of fashion with me—a much less fashionable person! But as time progressed and we experienced events together, we all began to see that we truly cared about each other and we were so impressed with her. Each day, Ghena experienced our American hugs and our daily questions not only about what her day was like, but how they made her feel. And little by little, we became closer.

Their visit also included Butler class visits, campus activities, and visiting local partnership schools.

The focal point of their trip was a formal presentation called “Vallentuna Voices” where the three Swedish visitors shared their stories. They spoke, and we cried. Their eloquence and poise as they shared their individual struggles

was very moving. Dan, who smiled and laughed as he also wormed his way into our heart, told of his own harrowing journey. We began to understand Ghena’s story a little better. She reminded the audience “There is more to Sweden than long-legged blondes!” I was so impressed with the small dark-haired girl who smiled through her fears, and I just wanted to hug the hurt away.

The day before Angelica, Dan, and Ghena returned to their Swedish homes, we hosted a “See You Soon” party where Angelica recognized Dan and Ghena for their growth, their poise, and their achievements here in the U.S. Everyone involved with the visit shared their gratitude and joy at getting to know these incredible people—all three of them.

Many of us planned a visit to Sweden to reunite when Dan and Ghena graduate from Vallentuna next spring. We dared not talk much about the sadness we all felt about them leaving so soon—those conversations were too difficult. But as we said our long goodbyes at the airport, we realized we were saying goodbye to our new family.

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FACULTY and STAFF

THROUGH THE LOOKING GLASS An interview of Stephen Bloom and Jerry Farrell conducted by Debbie Corpus ’74.

Jerry and Steve co-teach an Honors class each semester based on the work of Martin Gardner. The class in the fall is Mathematics and Magic, and the one in the spring is based on Gardner’s best-selling The Annotated Alice explaining the mathematical concepts, word play, and Victorian references found in Lewis Carroll’s Alice in Wonderland. Jerry begins the interview by handing Debbie multiple articles about Martin Gardner, pictures of Gardner and his wife with Jerry and his wife, Karen, and samples of Gardner’s puzzles.

DEBBIE: Why Martin Gardner?

Jerry points to the first article in the August 2010 journal Word Ways: The Journal of Recreational Linguistics.

Jon Racherbaumer writes “He was a man of letters, an imp of numbers, an explicator of signs, an interpreter of symbols, and a magician’s magician. And, as The Economist magazine so beautifully put it, Martin Gardner ‘made mathematicians out of children and children out of mathematicians.’”

JERRY: “I first became acquainted with Gardner’s regular columns in Scientific American and then started corresponding with him and visiting him. I have been to all the Gathering 4 Gardner events, held biennially since 1993. Steve’s love of math and language puzzles led to his collaboration with me in teaching the honors classes.”

D: What do you hope students in your honors classes will gain from their involvement with these courses?

STEVE: “All the students come with a background of academic success. This opens up the doors to new thinking about math. It challenges students to take a new spin on math concepts.”

J: “We encourage the students to not just do the puzzles that Gardner posed, but to create their own. The field of recreational mathematics is over 4,000 years old. This kind of thinking is infectious. It’s not the quick problemsolving required on tests today. I’ve had problems I’ve worked on for 10 years.”

S: “Gardner didn’t come up with all these puzzles.”

J: “No, he was a reporter, a connector. People sent him their ideas, and he shared them.”

S: “We have a student now who is taking a traditional 3x3 cube puzzle with unequal shapes and changing it to a 4x4 cube puzzle, for example.”

J: “Steve does the planning for the class, making sure the puzzles and examples fit the time we have. In the spirit of the class, he takes Gardner’s stuff and expands it.”

S: “I ask, ‘How do we weave in the ideas with what is

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accessible to students?’ The class benefits from the breadth of the majors and the backgrounds they bring: music, foreign language, actuarial science, engineering.

This class lets students give themselves the permission to ask, ‘What can we do?’ or ‘What else?’ or ‘What if… .’”

J: “This takes a while for some to get used to, but many take the second class after experiencing the first class.

We have several professors from different departments who sit in on the class, too.”

S: “The content is amazing to the students. They rethink what math thinking is. It isn’t just ‘sitting and getting.’”

J: “Several articles by our students have been published in Word Ways, a journal that has been in print over 50 years. Steve and I have a couple of articles published there, too.”

D: Steve, how does your work with Jerry in these honors classes affect our work with pre-service teachers in the College of Education?

S: “This has given me a collection of new puzzles and a puzzle perspective in how to engage in mathematics.”

J: “You don’t need to know calculus to think mathematically. These puzzles excite interest. Some of Gardner’s first work was for children—like his puzzles in the Humpty Dumpty Magazine in the 1950s and his children’s book, Never Make Fun of a Turtle, My Son. We had a nine-year-old visit our class and solve one of the puzzles. Her mother says the child is still talking about the experience.”

S: “I’ve taken my methods classes into schools and had our Butler students work with the students there with magic squares and other puzzles. It changes their perception of mathematics and mathematical thinking.”

D: Thank you for this interview. How would you like to end it?

J: “We ought to share a puzzle with the readers.”

S: “How about this Butler-themed puzzle?”

DOWN THE RABBIT HOLE STEPHEN BLOOM and JEREMIAH FARRELL A puzzle. Place the 12 different letters of “DOWN THE RABBIT HOLE” on the nodes so that each line of three is an anagram of the following words. HAW, END, HID, HOB, LAR (household god), NIL, OWL, HER, ROD, TAN, THE, WIT.

1

4

2

3

6

5

9 8 7

10

11

12

A game. Two players alternately play their distinctive tokens on a node and the first to get a line of three wins.

Another puzzle. Place the same 12 letters on the nodes of this diagram so that each row of four anagrams into a common word.

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FACULTY and STAFF

FURUNESS STATE OF THE UNIVERSITY REMARKS: Editor’s Note: Dr. Shelley Furuness was the invited faculty speaker at the State of the University address given at the start of the Homecoming weekend in fall 2017. These are her remarks.

First, I would like to welcome our alumni home as we kick off our Homecoming weekend. It is good to have you back on campus. Now, looking around at the construction and the changing landscape, you might be having a hard time recognizing the campus you knew. And, you may even be having flashbacks to when you first left for college and your folks immediately turned your old bedroom into a home gym or a new crafty, maker space. Don’t worry. This is still the Butler you know and love. We are just always working on what else might be possible around here. So, welcome home.

It is a way to bring together a diverse community of learners to study a single theme impacting the wellness of ourselves and our community while looking for ways to inspire thoughtful and purposeful action. This collaboration started out as a “What if” conversation and brought nearly 50,000 people to our campus to visit, to hear lectures, to participate in discussions and conversations with faculty across disciplines, and to interact with the giant brains art installations last spring. This year’s One Butler theme of Creativity launched with author and speaker Adam Grant, so be sure to check out what else is to come.

I’d also like to thank President Danko for the invitation to speak to you all today. Last spring, I enjoyed my very first sabbatical. The title of my sabbatical project was Making Practice Public. I didn’t actually mean for that to include public speaking. So when I say thank you, President Danko, I think I really mean next time I’ll title my sabbatical project something a little less conspicuous. I kid. I am actually very happy and honored to be able to share some of the great work and positive impacts happening within and beyond the College of Education.

In addition to the One Butler Brain Project, the College of Education, under the leadership of Dr. Lori Desautels ’84 and Cindy Smith, hosted a sold-out Educational Neuroscience Symposium with worldclass experts focusing on the brain research beneath emotional regulation and ways to support students in our classrooms, especially those who have experienced trauma.

The College of Education had another amazing year and our future is bright. We continue our more than decade-long streak of having 100 percent placement of our graduates.

And, we continue to develop and deliver innovative opportunities both close to home and further abroad. My colleagues in the College of Education are extraordinary in their willingness to engage in conversations and in their efforts and invitations to collaborate.

Please let me give you some examples. Last year, it was the College of Education—more specifically, my colleagues Dr. Catherine Pangan MS ’99 and Susan Kleinman who launched the One Butler initiative with the Brain Project.

One Butler aims to transcend the academic discipline silos.

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Another collaboration spearheaded by my colleagues, Erin Garriott MS ’01 and Katie Russo ’83 MS ’90 and supported fully by my colleagues in Human Movement and Health Sciences brought Special Olympics Indiana and their Athlete Leadership Program: ALPS to our campus showing our community what advocacy and inclusivity look like in practice.

Moving a bit further away from campus and out into our community, my colleagues, Dr. Brooke KandelCisco and Dr. Susan Adams were recognized for their important curriculum development work surrounding the documentary film called Attucks: The School that Opened a City. Their work is helping teachers, students, and community members engage in conversation around both the historical roots and present implication of public schools built on institutional racism and segregation.

All of my colleagues are engaged in similarly meaningful work and conversations at our current Butler Lab School as well as our second Lab School set to open in fall 2018. This work is happening with our partners at Shortridge High School, in Washington Township Schools, and at Pike High School. In fact, our deep partnerships with our community schools led the American Association of Colleges of Teacher Education to name ours as a National Model of Excellence. The U.S. Department of Education also recognized our Middle-Secondary program’s innovative work with our Master Practitioner Rick Mitchell and alumna Amanda Huffman ’12 MS ’16 at Pike High School as a model for teacher leadership. We were one of only 17 teacher education programs selected nationwide to participate in the U.S. Department of Education’s Teach to Lead Summit in Washington, DC last year. Further, we are one of only two programs to be asked to host a local leadership lab aimed at expanding our work.

Sabbaticals give us time to become full-time learners again. They gives us the space and distance we need to see things more clearly. Sabbaticals give us an opportunity to walk out of those disciplinary silos we’ve been in and to begin conversations we’ve been meaning to have. During my sabbatical, I had the opportunity to read a lot, to write a lot, to reflect a lot, to spend a lot more time with my boys all within my three-feet world. But, I also had the opportunity to expand my world foot-by-foot, little ripples outward, by attending readings offered through the English Department’s Visiting Writers Series and amazing Woods lectures there had never been enough time for during the typical, hectic siloed semester. One experience lead to another and before I knew it, I was participating in the National Writing Project and writing about the tattoo I’d gotten during sabbatical. Before long, I was testing my limits by taking swim lessons and an art class. And even though I’m pretty terrible at both, my world was expanding.

A bit closer to home, our Middle-Secondary program was approved by the State of Indiana last spring to begin offering a licensing pathway to teaching Special Education at the middle-secondary level. What was innovative about our proposal was that our candidates will be prepared as excellent special educators while also having a disciplinespecific content-area to support co-teaching and inclusive education. Our proposal was described as a standard other institutions should strive toward. These are just some of the many examples I could share, but I’ve been asked to keep my remarks under seven minutes in case you are checking your watch.

Walking out of the silo and entering into new conversations with colleagues made it possible for me to travel with 17 Butler students and two colleagues to England, Scotland, and Northern Ireland this summer to learn about how storytelling for peace and reconciliation can help people make sense of their world. It also allowed me to travel with 20 Butler colleagues as far away as Sweden, Denmark, and Iceland where a new global partnership with Uppsala University and a high school in Vallentuna, Sweden was the ripple affect of conversations that began with our SwedishHoosier teaching friend, Angelica Granqvist. When we start thinking about how we can change the world three feet around us, we can’t be sure how far the change will travel or how much we will be changed by it.

See, in the College of Education, we believe in the ripple effect and we believe the ripples we are making can change the world for the better. I recently had the good fortune to hear Parker Palmer speak. In response to the question of how do we go about changing a broken system in a broken world, Palmer reminded us that you don’t have to change the world all at once; you just need to change the world that is three feet around you. What I love about that is the immediacy you can sense in those three feet. What I also love is that when you have colleagues like mine, both in my College and across this University, who help you step outside your comfort zone, the world three feet around you is always expanding outward and your ripple is always reaching further and further out. Palmer also said that small acts, grand with dignity, add up and are bending the arch of history every day. Everything we need to change the world is here, right now, hidden in plain sight. It is within and between us.

My sabbatical gave me the opportunity to re-examine what is already within me, and the time to discover common goals between me and my colleagues across campus.

One last thing I learned on sabbatical is that no matter how great your time off or time away is, there something really comforting and good about coming back home. So I think it’s fitting that I’ve had the opportunity to reflect on my sabbatical experience here at the Homecoming kick off. I appreciate the opportunity sabbatical afforded me to walk out of my silo and look around at all there is within and between us here at Butler. And to know that the ripple effect of our work is always in service to making Butler and the community beyond our front doors better and better.

When you come home next year at this time, the College of Education will be in its new home on the edge of campus where CTS currently sits. We look forward to being the new front door to Butler University. Our door will always be open to you. We hope you’ll come by, stay awhile, and chat before you get back to work changing the world around you for the better.

Thank you.

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FACULTY and STAFF

HOCHMAN COMMENCEMENT SPEECH Editor’s Note: On May 12, 2018, graduates and their families got a chance to see what makes the COE so special as our very own Dr. Arthur Hochman was selected to serve as the Faculty Commencement Speaker.

Below is the wisdom that he shared with the graduates.

I am humbled by the opportunity to share these next few moments with all of you, particularly the graduates, since, as my students know, normally I prefer to stand with you than in front of you.

In my day-to-day work, I spend a great deal of time around young children, and there is so much they remind me about how to be a grown-up. First, there is my daughter.

When she was five, we were visiting my brother-in-law’s apartment. There was nothing on any of the walls except for a large poster of a naked woman on a motorcycle. The adults were talking about many things, but not about the poster. I could tell my five-year-old daughter was getting bored, so I asked her if she wanted to go to a playground. When we were there she said: “Daddy, did you happen to notice the poster in Uncle Paul’s apartment?” “Of course,” I answered in my uncertain dad voice. Then she said: “Did you notice that woman wasn’t wearing a helmet?” She then said: “It’s not safe to ride a bike without a helmet.”

As an adult, I was looking with preconceptions. As a child, she was just looking with her eyes.

She reminded me that it might be wiser to set aside what I think I already know, and just experience people or ideas as they are. As I work with my students, I encounter children in elementary schools, who also remind me about how to be a grown up.

One day a third grader asked: “What’s the opposite of irony?” Wow I thought. That’s pretty deep. I was thinking: Authenticity? Sincerity? But no, I was way off. It turns out the opposite of irony is wrinkly. He reminded me of the importance to not overthink things, and of the importance of laughing.

So, I wonder if part of being a grown-up is to remember what we knew as children. And of course, there are all the wonderful students I have encountered at Butler. Here are

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some things that a few of you here today have reminded me about being a grown-up: There was this: When your family completely fell apart, you still managed to hold on, using emotional duct tape and scraps of inner strength. You reminded me that sometimes surviving can be its own celebration.

And there was this: When you and your brother could no longer return to Syria, and some of your extended family was wiped out, you never let it smother you. What I saw, was your spark. You reminded me that though pain and suffering is a common phrase, despite pain happening, perhaps suffering is optional.

And there was also this: As an undergraduate, you tried to outrun the demons chasing you. I watched as you eventually exhaled and sought help. When you started your teaching career and had nowhere to go during the holidays, your new colleagues wrapped their arms around you, because you inspire that in others. Today you complete your master’s degree. I have always profoundly admired your insight and courage. You reminded me that if we send out the right kind of flare, the ones we need will find us.

And finally, there was this: I watched you find your confidence and your voice. Better still, I could tell that you saw it too. When challenges

occurred, you did not point fingers, blame your circumstances, or become mired.

You wrote me: “I used to think the question was: ‘What do I want to be when I grow up?’ but now I realize the question is ‘Who do I want to be when I grow up?’” You reminded me that when I was your age I kept pushing my future ahead of me, until I started living the life I was looking for. You are way ahead of me, which is something every teacher hopes for.

Each one of you has reminded us of something important, whether you are aware of it or not. We carry those reminders forward. You may have noticed that I keep using the word “reminded” because, as Maggie Nelson said, “… one may have to undergo the same realizations, write the same notes in the margin, return to the same themes and relearn the same emotional truths.” We forget, we lose our way, we get busy, and the noise in our own heads becomes too loud.

I wonder, as a grown-up, if one of our tasks is to figure out what our gift is, and then to give it to the world. When I was younger I did not recognize my own gift. Seeing the goodness in others, connecting with them, and caring about them; I had always suspected that being a teacher was about knowing a whole lot of something and then sharing it.

Caring and connecting did not seem like “a way of knowing.”

Even more potently, my gift often felt like a liability. Being a feeling person meant I was carrying all of that caring around inside. Thankfully, in time I began to relax into myself. What changed isn’t that I cared any less. It’s that I stopped bearing my own uniqueness as a burden.

One of our hopes for you is that you will have a quicker path to discovering your gifts, however unique and different they might feel. As the poet Elizabeth Alexander reminds us: “Never be smaller than you are.”

I leave you with a version of what I wrote my daughter, when she graduated from college, a year ago.

It’s called: HOW TO BE A GROWN-UP Imagine yourself.

Even if you cannot yet make out all the details.

Listen for the best part.

Wait for the best bite.

It’s coming.

Lift your anchor.

Now and then.

Walk in forgiveness.

Fight for something outside yourself, and in a way that is more addition than subtraction.

Lose what will not last.

When you can.

Love beyond your own expectations.

Doubt that your instincts are wrong.

Trust your own hopefulness.

Follow your own instructions.

If you forget how great you are, don’t worry we’ll remember.

Accept every mirror as a window and every window as a mirror.

And when all else fails; Find the nearest child.

And ask for directions.

Thank you and congratulations.

Ask yourself why you’re not laughing right now.

Unless it’s time to cry, in which case do that.

Aspire to be famous, to people you know and respect.

Recruit others in your search for the impossible, so that you cannot lose.

Search for a target worth aiming at.

Live.

Rinse.

Repeat.

Wait.

Your worry will flicker and then exhaust itself.

It’s not the light you were looking for anyway.

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FACULTY and STAFF

KUDOS and CREDITS

Compiled by Erin Morrisey ’21

NICK ABEL Assistant Professor › Was recognized by the Provost at the BU Library’s “Celebration of Scholarship” for having his scholarly work downloaded from the BU Digital Commons repository more than 1,300 times last year—more than any other COE faculty member. Drs. Adamson, Flessner, and Shelley were also recognized at this very fun event. › Presented at six professional gatherings this year, including three national conferences. Many of the presentations were done alongside his great colleagues Drs. Brandie Oliver and Tom Keller. › Last summer, had the privilege of traveling to England and Scotland with Dr. Oliver and students in our Master of Science in School Counseling program. In addition to making great memories, we learned about the education systems in these countries and some of the unique challenges faced by “third culture kids” attending international schools.

STEPHEN BLOOM Professor › Co-hosted, with Professor Jerry Farrell, Butler University’s Celebration of Mind. This event was part of a worldwide event celebrating recreational mathematics, magic, puzzles, and games in recognition of the works and life of Martin Gardner. › Published two articles, co-authored with Professor Jerry Farrell, in Word Ways. Additionally assisted 11 students in getting their works published in Word Ways. › Supported 37 Elementary Education preservice teachers in their work with third graders related to mathematical problem solving at Central Elementary School (MSD of Pike Township).

SUSAN ADAMS Associate Professor

KATIE BROOKS Associate Professor

› Celebrated 10th anniversary with Butler University in April 2018 and received tenure and promotion to Associate Professor.

› Published an article with Lisa Farley in Multicultural Education (2017) and a book chapter in Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices (in press) with Brooke Kandel-Cisco and Susan Adams.

› Had the honor of teaching the METL Year 1 courses (ED504 and ED569) for the first time and is excited to teach both again in 2018-2019. › Completed training to be a Specialized Professional Associations (SPA) program reviewer for the American Council for the Teaching of Foreign Languages (ACTFL) and completed first program reviews in May 2018.

SUSAN ADAMSON Associate Professor › Awarded tenure and promoted to Associate Professor. › Awarded scouting trip funds to establish a course and shortterm (three-week) study abroad opportunity for seniors in January. Students will have a chance to collaborate with teaching professionals at Vallentuna Gymnasium and/or elementary schools and preschools in the area, be immersed in the daily lives of Swedish families, and be meaningfully engaged in the vast cultural opportunities available to them in this extraordinary Scandinavian country including an excursion to the Arctic Circle to experience the aurora borealis! › With Libby Duggan, Program Manager of the Indiana Partnership for Young Writers, developed, implemented, and secured funding for teacher development in workshop teaching and early childhood education. Highlights included 40

Saturday workshops with national literacy scholars Matt Glover, Heidi Mills, and Kelley Gallagher; as well as with regional math workshop favorites and her dear colleagues Ryan and Courtney Flessner.

› Started the first cohort with Cathy Bhathena of graduate initial licensure students who will earn teaching licenses in a secondary content area and English as a New Language. › With Cathy Bhathena and Brooke Kandel-Cisco, led a family engagement research project to support schools and immigrant families in learning from and with each other. They worked with volunteers from the Indianapolis Immigrant Welcome Center to learn from families how educators can build better relationships and how we can all collaborate to make our schools and communities inclusive for families of immigrants and refugees. Our graduate ENL licensure students are now taking the next steps of building relationships with families in their schools and co-planning family engagement projects.

DEBORAH CORPUS ’74 Professor › Working with Brooke Kandel-Cisco, continued visiting amazing classrooms of Butler graduates as part of the accreditation work for the COE. Spoke with graduates at the elementary, middle, and high school levels about their classes and their planning for a unit of study and spent time in those classrooms watching the Butler alums inspire their students.

› Began a new role as the Undergraduate Chair for Learning and Teaching Teams for the COE. As part of that process, she reviewed Faculty Activity Reports, helped with scheduling, and supported work groups called “Learning and Teaching Teams.” › Through Block B and ED 408, coached our Butler students working in the area of reading with fourth graders at Central Elementary in Pike Township and with children brought to campus for individual tutoring.

KELLI ESTEVES Associate Professor › Published an article in the Kappa Delta Pi Record titled Fostering Global Perspectives with Children’s Literature and co-authored the second edition of RTI Success: Proven Tools and Strategies in Schools and Classrooms. The book will be released in the fall. She also had the great pleasure of co-presenting with her 12-year-old daughter at an academic conference in Seattle. Their poster session was titled Representations of Childhood in Swedish Children’s Literature: An Analysis by a Mother and Daughter. › Began a new role as the Global Coordinator for the College of Education. In this role, she helped set up a student exchange with Uppsala University in Sweden and co-designed a program with Angelica Granqvist that brought high school students from Vallentuna, Sweden to Butler’s campus for 10 days to interact with COE students and share their stories of immigration from Iraq and the Ukraine to Sweden. › Taught wonderfully inquisitive students in education courses and in the University Core Curriculum. A highlight was coteaching Art+Exceptionality with Dr. Hochman at ArtMix. In a beautiful model of inclusion, 24 Butler students learned how to use art to redefine disability with 16 students in the Urban Artisans program.

LISA FARLEY Associate Professor › Resubmitted the Specialized Professional Association (SPA) accreditation documents for the Health Education teacher licensure program in the College of Education, then submitted dossier to be considered for tenure and promotion.

As a result of the SPA assessments, the Health Education portion of the HMHSE major again received National Recognition (the highest achievement for accreditation) in February. In April, was awarded tenure and promoted to Associate Professor. › Taught the PE 224 course with Arthur Hochman’s ED 206 course. The classes spent half the semester working with IPS School 91 first, second, and third graders on a Mental Health unit during April, which is Mental Health Month. They created the “Wear Green” campaign in which the School 91 students visited campus at the end of the semester and

answered questions about mental health for Butler faculty, staff, and students. The objective was to highlight mental health, have the children help to teach those on campus about mental health, and to make mental health a mainstream conversation to stop the stigma surrounding it. › Co-planned a dedication ceremony to honor Brandon Cole during which the incoming SGA President dedicated a tree next to the Garden House at Holcomb Gardens, Erinn McCluney and the Challenge Education program dedicated the ground school at the High Ropes course in Brandon’s name, and the Human Movement Club hosted a cookout for Butler faculty, staff, students, and Brandon’s family and friends. The start of the year was difficult losing a faculty member and friend, so the end of the school year was marked by enjoying a day the way Brandon would have loved spending it.

KAREN FARRELL MS ’91

Accreditation Coordinator/Data Manager

› Submitted 2018 EPP Annual Report on continuing accreditation and TITLE II report on completers. › Authored and directed the creation of our National Accreditation webpage on COE website.

RYAN FLESSNER ’97 Associate Professor › Published two books with co-editor, Dr. Deb Lecklider: The Power of Clinical Preparation in Teacher Education: Embedding Teacher Preparation within P-12 School Contexts and Case Studies of Clinical Preparation in Teacher Education: An Examination of Three Teacher Preparation Partnerships. › Designed and taught a new course titled Thinking Mathematically for middle secondary education majors who are focusing on mathematics teaching. The course was designed to assist future middle and high school teachers examine teaching and learning with understanding. We were joined by several enthusiastic elementary majors, as well. › Worked with Dr. Brooke Kandel-Cisco to write two manuscripts related to agency in teacher education that highlighted the work teachers at the Indianapolis Public Schools/Butler University Laboratory School and other schools in the city are doing to ensure that all students have a quality education that addresses important social issues. One piece will be published in The Educational Forum in October.

The second will be appearing soon in the Oxford Research Encyclopedia of Education.

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FACULTY and STAFF SHELLY FURUNESS MS ’05 Associate Professor › Enjoyed the opportunity to work on many curriculum projects this year in her new role as COE Curriculum Coordinator. A few highlights include a complete revision to Core I, a major revision to Core II, and the development of a new COE major in Youth and Community Development. › Had the privilege of sharing good news about the work of the College of Education as the faculty speaker for the State of the University address. › In January, was honored to facilitate the U.S. Department of Education Teach-to-Lead Leadership Lab hosted here at Butler with approximately 50 faculty and community stakeholders.

COE was chosen as one of two universities to host a lab on their campus.

ERIN GARRIOTT MS ’01 Instructor › Continued inclusion project where a Special Olympics athlete joined a PE/PWB class and had the chance to work with Katherine Custer of Washington Township’s Special Olympics Team as she audited the Wagging, Walking, and Wellness class. For the first time, Jack Devitt ’19, COE student in the Middle/Secondary Special Education Program, helped provide inclusion support. Jack supported Kelley Schreiner as she audited a basketball class. So far, they have had three Special Olympics athletes audit courses on campus, and we are in the midst of planning for next semester. › Worked with METL student John McShane ’18 of the Peace Learning Center to plan and implement an Implicit Bias Workshop in ED491. John spent two class days with us, helping us see more of the magnitude of diversity. He challenged us to come face-to-face with our own implicit bias and make real plans on how to move past it in order to plan for a safe and inclusive future classroom community. › Joined a Faculty and Staff Learning Community (FSLC) and learned alongside other BU faculty and staff about student wellness. They created posters to bring awareness to campus support systems and looked for more ways to help students navigate this important time in their lives.

CATHY HARTMAN ’97 Instructor › On December 7, 2017, students in CORE 1 (ED 112 & ED 245) hosted the first annual Digital Documentation Conference.

Jordan Garrett ’10, Apple Distinguished Educator, iDirector of Berwyn South D100, and Google Certified Educator, was our keynote speaker. › Joined a Faculty Learning Community: Classroom Tech in Support of Active Learning, hosted by the Center for Academic Technology and led by Jeana Rogers. They pursued research

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and engaged in dialogue while deepening their understanding of active learning environments in higher education. This FLC visited and became inspired by colleagues at Fishers High School. They observed their active learning environments and purposeful integration of technology. › High school students from Vallentuna Gymnasium visited Butler University. Her family had the honor of hosting Dan Molodyi during this 10-day interaction. They explored big ideas such as immigration, global education, leadership, and peace and continue to learn together the simplicities and complexities of the world while encountering and holding onto the joy found in this exploration.

ARTHUR HOCHMAN Professor › Worked with Swedish educator and Butler COE friend Angelica Granqvist and Bonnie Brown to create a crosscultural joint assignment where Angelica’s Swedish English class and our Text and Ideas class wrote the same papers, peeredited them, and then engaged in face-to-face dialogue via videoconferencing about our respective writing. › Taught PCA 205 with Dr. Kelli Esteves, Butler students Sarah Frishmeyer ’19 and Taylor Fischl ’20, and ArtMix teaching artists Carrie King and Emily Compton, living out the vision of ArtMix: Art Redefining Disability. On site together, they made art, created gallery installations, and explored our exceptionalities. › Reconnected with the following graduates in one capacity or another: Courtney Boyle ’11, Dawn Fleenor Sonsini ’03, Yael Kurganoff ’11, Katie Doane Moore ’08, Ashley Moore Harris ’04, Michele Lyon Eaton ’08, Valerie Ligon ’97, Jamie Bradley ’04, Paige Sjoerdsma ’13, Rachel Chambers ’15, Bella Carracino ’16, Keely Norris Beadette ’03, and many others.

BROOKE KANDEL-CISCO Associate Professor › Served as thesis advisor for three METL students and one undergraduate honors student. Supporting students through the research process continues to be a highlight of her faculty work. › Worked with Dr. Ryan Flessner to write two manuscripts related to agency in teacher education. In these manuscripts, they highlighted the work that local educators are doing to ensure that all K-12 students have a quality education that addresses important social issues. › Collaborated with Dr. Katie Brooks, Dr. Catherine Bhathena, and co-researchers from the Immigrant Welcome Center to conduct research on transformative family-school engagement.

They presented their findings at two national conferences in spring 2018.

TOM KELLER Professor › Chaired two CACREP teams to universities seeking national accreditation. › The Counseling Department received a grant from Indiana Department of Education to conduct research on the impact of schools going through state/national school counseling recognition programs. › Presented at the American Counselor Education and Supervision Conference with Dr. Abel.

THERESA KNIPSTEIN MEYER Instructor

› Collaborated with Dr. Shelly Furuness to develop a new major in Youth and Community Development. While the major is still undergoing review at the University level, they are hopeful that this will be a significant step in offering Butler students professional training in working with youth outside of traditional classroom settings. › Had the opportunity to work with an amazing first-year student, Erin Morrisey ’21, who combined her many talents to profile faculty in the College (available at blogs.butler.edu/ COE) and took the initiative to collect all of the Kudos and Credits in this edition of our Year in Review!

› Journeyed with new first-years interested in becoming teachers for the whole year teaching ED 112, ED 245, and ED 299 and watched them grow into professionals while teaching with Drs. Jim Halik and Matthew Maurer.

CHASADEE MINTON

› Participated in Council for Exceptional Children’s (CEC) 2017 state conference, advisor to an amazing group of Butler CEC students, and began a new role on the local arrangements committee with the National CEC conference coming to Indianapolis in January 2019.

› Served on Indianapolis Public Library Foundation’s Imaginarium committee. The Imaginarium is a group of young professionals and community members who help plan and host the Indianapolis Public Library Foundation’s Imagine It event.

Imagine It starts with new ideas from Library staff for Library programs and services and leads up to a live-voting event, where audience members pick their favorite of three finalists.

› Continued work on the neurodiversity of the brain, partnering with teachers to share information in Connection Learning Assures Success trainings across the state, Indiana’s School Counseling State Conference attendees, local school districts professional development days, Crooked Creek Elementary School/ED 243 students, 2018 Neuroscience Symposium, and Riley Hospital.

DEBRA LECKLIDER MS ’89 Associate Dean and Professor

› Launched the second cohort of the EPIC Superintendent Academy with 16 school leaders representing 12 Indiana counties and impacting over 67,000 students. › Served as an executive coach for the Lacy School of Business MBA program working with nine graduate students on leadership development. › Published two books with co-editor, Dr. Ryan Flessner: The Power of Clinical Preparation in Teacher Education: Embedding Teacher Preparation within P-12 School Contexts and Case Studies of Clinical Preparation in Teacher Education: An Examination of Three Teacher Preparation Partnerships.

Program Coordinator for Web Development and Marketing

› Worked with Angela Lupton and our colleagues in Marketing to edit the College of Education’s Year in Review.

› Elected to serve a three-year term on Butler University’s Staff Assembly Executive Council.

RICK MITCHELL Master Practitioner › Worked with 21 preservice student teachers as they negotiated their last semester at COE preparing to teach. It was made so easy because of the outstanding faculty that prepared them before this semester for their last semester. › Worked with Dr. Shelly Furuness on the U.S. Department of Education Teach To Lead Lab that was hosted by Butler University.

BRANDIE OLIVER ’96 MS ’07 Associate Professor

ANGELA LUPTON ’92 MS ’01 Assistant Dean

› Worked with Dr. Jill Jay, Director of the EPPSP Program, to help bring students together in more meaningful ways. This fall semester several EPPSP students volunteered to serve as clients for the school counseling students as they were learning advanced counseling skills and theories. This Appreciative Partner Project helped students learn more about each other’s roles, responsibilities, and skillsets.

› Continued to help grow the dual credit course for Future Educators in local Indiana high schools. Sixty students participated in the program during the 2017–20 18 academic year from four different school districts. They are hopeful that this program will help grow teacher talent in Central Indiana.

› Served on the Indiana Department of Education committee to prepare resources and model policy guidelines in response to the Suicide Prevention legislation. Together, this group developed the Suicide Prevention & Response: A Comprehensive Resource Guide for Indiana Schools, which is now available 43

FACULTY and STAFF to all Indiana schools. It provides a model suicide policy and numerous resources to help continue raising suicide awareness and decreasing stigma commonly associated with mental health. › Worked with Dr. Susan Adams (COE) and Dr. Terri Jett (LAS) to help coordinate the visit of Woodrow Wilson Scholar, Dr. Fania Davis from Oakland, California, to come and share her expertise on Restorative Justice. Over 75 educators from across Central Indiana attended her workshop eager to learn this positive discipline approach and find more supportive and equitable ways to serve our students.

KATIE RUSSO ’83 MS ’90 Assistant Dean › Began new role as one of the Assistant Deans for the COE. In addition to existing duties and participate in the monthly leadership meetings, support COE students, faculty, and staff and assist the Dean as needed. › Continued to support Professor Erin Garriott with the Indiana Special Olympics ALPs (Athletic Leadership Program) that has been held on campus for the last two years. Inspired by the Special Olympics athletes and our Butler students with their participation in this very valuable experience for all. › Enjoyed being an academic advisor for some of our Elementary Education students. Looks forward to guiding them through the many opportunities they can participate in as a Butler student.

CINDY SMITH Administrative Specialist › Planned and coordinated the Educational Neuroscience Symposium in April 2018 for over 400 educators, mental health professionals, faculty, students, and community members. Dr. Bruce Perry was the featured speaker. › Planned and coordinated fall 2018 Educational Neuroscience Symposium workshop for over 300 educators and mental health professionals. › Coordinated The Butler Way Camp, serving over 70+ local high school students who come to campus to learn about leadership and The Butler Way. › Coordinated the second cohort of the EPIC Superintendents Academy. EPIC features guest speakers from the University, state education leaders, and local business leaders.

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MINDY WELCH ’79 Associate Professor › Launched the first annual Pickleball Challenge at the Indiana Society for Health and Physical Educators (INSHAPE) state conference with colleagues Lisa Farley and Art Furman, promoting lifespan physical activity. The SHAPE executive board purchased an actual portable indoor sports court in support of our 2nd annual challenge at the November 2018 conference and hopefully many years to come! › Served the University Core Curriculum as coordinator of Physical Well Being (PWB), one of six “areas of inquiry.”

Collected data from 229 enrolled students in spring 2018 to analyze and evaluate at the May 2018 Assess Fest. The continuous goal is to facilitate optimal learning experiences for all Butler students that foster a health-enhancing, physically active lifestyle and quality of life. › Collaborated with HMHSE alumnus River Pitclock ’17, seven HMHSE undergraduates with third, fourth, and fifth graders at the Butler Lab School for a six-week Educational Gymnastics unit in the Movement Studio, making this the ninth Consecutive Middle Childhood Movement Practicum!

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