In a world that is evolving faster than ever, with new technologies, shifting cultural expectations, and increasing demands on educators, we are called not just to respond, but to lead. The College of Education is approaching these shifts as an opportunity to widen our perspectives and remain open to the potential of what lies ahead.
As we navigate the present and look to the future, I have spent the last few months looking to the past for guidance and inspiration. I recently came across an excerpt from a book about Dr. Mary McLeod Bethune, Building a Better World: Essays and Selected Documents (McCluskey & Smith, 2001). I continue to return to one quote in particular that helps me focus and motivates me toward collective action in service to the good of humans—from the youngest to the most experienced—and to the rich communities of which those humans are a part.
Dr. Mary McLeod Bethune once wrote,
“I leave you finally a responsibility to our young people… We have a powerful potential in our youth, and we must have the courage to change old ideas and practices so that we may direct their power toward good ends.”
These words align with the COE vision and mission, and my hope is that COE’s growth and accomplishments over the last year reflect the “courage to change old ideas…toward good ends.” As educators, we carry more than knowledge; we carry emotional energy. We bear the hopes of our students and their families, the challenges of our communities, and the responsibility of shaping a more just and compassionate world. We do this work not only because we must, but because we believe we can help create something better together. As we reflect on the past year, we’re proud to share several key moments that reflect this work in action:
• Our Mental Health Counseling program, launched in Fall 2023, has grown exponentially and is preparing professionals to meet one of the most urgent needs in our schools and communities (p. 19).
• Our Kinesiology program, still in its early stages, is gaining momentum and reaching new students who are passionate about health, human performance, and lifelong well-being (p. 18).
• Several new faculty members have joined our College this year, bringing expertise, passion, and a commitment to inclusive teaching and learning, mentorship, and innovation (p. 7).
• Our students and faculty continue to earn local and national recognition for their achievements in teaching, scholarship, and service that contribute to thriving communities, schools, and individuals (pp. 27-29).
• And in a beautiful example of expanding perspectives through global learning and leadership, alumni are now teaching abroad in Australia among other locations, and sharing their talents while gaining new insights into education around the world (p. 20).
Additionally, in December 2024, I had the profound honor of being the guest speaker at a naturalization ceremony on behalf of The International Center. I hoped to offer a message about identity, resilience, and the responsibility we share in building a more inclusive future. The room was filled with joy, quiet pride, and a renewed sense of purpose as new citizens took their oath; offering a poignant reminder of the significance of belonging and civic contribution. It was a deeply moving moment that reflected the rich tapestry of humanity and the shared aspirations of our neighbors.
As we look to the past for wisdom and guidance and to our neighbors for inspiration, we are casting our gaze ahead. As technologies like Artificial Intelligence (AI) continue to reshape education, we’re approaching it not with fear, but with curiosity and conviction. How can AI support educators and deepen human connection? How do we help our students use these tools ethically and creatively? These are the kinds of questions that fuel our learning.
We believe this work matters more than ever, and we’re grateful to do it alongside you. Thank you for your ongoing support, your belief in our mission, and your investment in a future defined by courage, compassion, and the power of education to change lives.
With gratitude,
Dr. Brooke Kandel, Dean Butler University | College of Education
A Network of Support: The COE Dean’s Advisory Board at Work
By Sara Marshall ’06 MS ’15 | Chair, COE Dean’s Advisory Board
At the heart of the Butler University College of Education (COE) is a belief in the power of collaboration. That belief is exemplified by the Dean’s Advisory Board (DAB), a volunteer group of dedicated individuals who lend their time, insight, and connections to support the College’s ongoing work.
The DAB brings together a wide range of perspectives. Members include retired educators, corporate partners, nonprofit leaders, and parents of Butler alumni. Some are Butler graduates themselves; all are champions of the College and its mission. While the board doesn’t set policy or make decisions, its members serve as thought partners; providing real-world feedback, helping the College stay responsive to broader trends in education, and supporting the Dean in strategic planning.
Over the past year, the board engaged in critical conversations about the evolving educational landscape. Topics ranged from the responsible use of Artificial Intelligence in classrooms to new legislative developments affecting educator preparation and educator licensing. Members also explored enrollment trends and helped raise early awareness of Butler’s Founder’s College by sharing information with their networks of school and community partners.
Beyond meetings, DAB members act as ambassadors, sharing the College’s story, fostering relationships, and identifying opportunities for new collaborations. One example from this past year was the board’s support in exploring a collaborative effort between Indiana Black Expo, Whatever It Takes Consulting, and Teach Indy to launch a cohort of classroom educators leading equity-focused initiatives. This initiative provided valuable opportunities for educators to receive support from Butler faculty and helped strengthen the College’s connections with important community partners.
As a proud Butler graduate, I consider it a privilege to give back by supporting the College in this way. Leading the board has allowed me to stay connected to what’s happening in education and help ensure Butler’s programs remain future-focused and communityinformed.
As the COE looks ahead, the board is eager to continue its behind-the-scenes support, especially as the field of education faces important shifts in teacher preparation and licensure. A key priority will be helping the College navigate these changes while continuing to build stronger affinity with its broad network of alumni, partners, and supporters.
The Dean’s Advisory Board may not always be in the spotlight, but its members remain a steady source of energy and encouragement – strengthening the bridge between the College of Education and the communities it serves.
2025-26 DEAN’S ADVISORY BOARD
Dr. Erica Buchannan-Rivera ’07 MS ’10
Dr. Jamyce Curtis Banks MS ’98
Dr. Samuel “Sam” Juett
Jeff Kucer
Sara Marshall ’06 MS ’15, Chair
John McShane Jr. MS ’18
Colleen O’Brien
Marsha Reynolds ’78
Cathy Springer-Brown ’76
Brittany Turner Purvis
Why I Give
By Dr. Samuel Juett | Dean’s Advisory Board member and Dr. JoAnne Juett ’83 Donors to the College of Education’s Human Performance Lab
What first inspired you to support the College of Education?
JoAnne is a Butler graduate, and our daughter Jacqueline ’15 MS ’18 is an undergraduate and a Master’s in Counseling alum from the College of Education. We’ve witnessed firsthand what Butler, COE, and the Bulldog academic community can contribute to the lives of its students, faculty, staff, and friends. It was natural for us to seek opportunities to give back through our support, both financially and as advocates for a Butler education.
Do you have a personal connection to education or educators that influenced your decision to give?
We both taught at the university level after completing our doctorates and have witnessed firsthand the challenges that college programs face to continually provide a quality education and develop program content.
What impact do you hope your donation will have on future educators and students?
If the donations we’ve provided can result in a child, school student, college undergraduate, or graduate finding their way towards a more fulfilling life, then the return on that investment will meet its goal.
Was there a specific program, initiative, or need that drew you to support the College?
We have had the honor to support educators who wish to become principals through the COE Graduate Tuition Waiver and our recent opportunity to be a part of the development and growth of Butler’s Kinesiology major. All those endeavors speak to our interest in supporting students and programs that focus on helping others.
What would you say to others considering supporting the College of Education?
Don’t delay! Dean Kandel and the COE faculty are approachable and willing to invest the time to discuss how one’s investment in the College of Education and its span of programming will result in tangible benefits to current students, faculty, and programs and assure positive growth in the future.
Can you share a moment or story that affirmed your decision to give?
For me, it was visiting a kinesiology class and witnessing the excitement of the professor, engagement with the students, and the practical experience students were realizing while using equipment that we’d contributed towards purchasing for the lab.
What motivated you to join the board of the College of Education?
Public safety education and training have defined my professional life for the last two decades. Throughout those experiences, I have filed away in my mind examples of how the students and trainees with whom I’ve worked could have been much better prepared for the advanced training I was involved in delivering and become better equipped to deliver theoretical and practical lessons necessary to serve their fellow citizens and communities.
Why do you personally choose to give financially, in addition to your service?
Butler articulates how each dollar donated will result in measurable benefits to students and faculty. We’re confident that the stewardship of our financial donations will make us proud to continue to donate to the College of Education.
Butler articulates how each dollar donated will result in measurable benefits to students and faculty. We’re confident that the stewardship of our financial donations will make us proud to continue to donate to the College of Education.
What would you like others to know about the importance of supporting educators through institutions like this one?
A college education…especially through a College of Education, is not a ‘one and done’ commitment on the part of the student, faculty, or the institution. Supporting Butler gives us confidence that beneficiaries of the learning at Butler will not only be the students passing through the classrooms but also those who will reap the benefit of being educated by those who have benefitted from Butler degree-granting courses and related College of Education programs.
Farewell
Retirements
By Alexis Methner
Dr. Susan Adamson retired in May 2025 after 13 years of service to Butler University. Dr. Adamson was an Associate Professor and Undergraduate Chair of the College of Education. She taught courses dedicated to education, literacy, and teacher development. Since 2012, she has been an advocate for culturally responsive, inquiry-based, and student-centered teaching. Her leadership as Undergraduate Chair, course scheduling, her involvement with the Faculty Affairs, Quality Assurance & Assessment, and CAEP Committees, has been pivotal to the College’s success.
Her work on grant proposals, securing significant funding for initiatives like the Early Childhood Educator Certification Program and projects supporting teachers in reading and mathematics, highlights her unwavering dedication to advancing educational opportunities. Her numerous publications and creative works, including producing books of student writing like “Moving Earth” and “Coming to Light,” further demonstrate her commitment to promote young voices. She has shaped minds, mentored future educators, and supported innovative approaches to teaching and learning. She is spending her retirement traveling, painting, gardening, and spending time with her grandbaby.
Ralph Reiff, Senior Associate Athletic Director for Student-Athlete Health, Performance, and WellBeing (2019–2025), retired this May from the Department of Athletics, after decades of service to Butler University.
However, one of Mr. Reiff’s earliest roles at Butler was serving from 1981 to 1999 as Head Athletic Trainer and Instructor in the College of Education, a dual appointment that was funded by both departments and connected Athletics and COE through both academic and athletic leadership. He was instrumental in developing Butler’s Athletic Training Education Program, and played a transformative role in enhancing the student-athlete experience and advancing the intersection of education and sport.
New Faculty and Staff Welcome
Dr. Dominic Augustin joins the Butler University faculty in the role of Assistant Professor of Counselor Education. Dominic will begin in August of 2025, teaching courses in the Online Counseling Programs.
Dr. Augustin earned his Ph.D in Counselor Education from The Pennsylvania State University. He also earned an M.Ed. in Clinical Rehabilitation and Mental Health Counseling from The Pennsylvania State University and a B.A. from Ohio University. Dominic is a Certified Rehabilitation Counselor (CRC), Nationally Certified Counselor (NCC), and LPC-eligible professional.
Dr. Augustin’s scholarship interests focus on retention and resilience among historically marginalized populations, including individuals of color and people with disabilities within workplace and university settings. He has worked with K-12 students, college students, and diverse communities, applying humanistic and developmental approaches to support individuals. Dr. Augustin brings experience in student disability resources, rehabilitation counseling, clinical mental health counseling, and counselor education.
Dr. Perihan Aydin joins the Butler University faculty in the role of Assistant Professor of Counselor Education. Dr. Aydin will begin in August of 2025, teaching courses in the Online Counseling Programs. She earned her Ph.D. from North Carolina State University, where her research focused on multicultural counseling, acculturation, and integrating psychotherapy with spirituality and faith-based practices. She also earned an M.S. in Counseling and Counselor Education from Mississippi State University and a B.A. in Elementary Education from Afyon Kocatepe University in Usak, Turkey. Dr. Aydin is a Licensed Clinical Mental Health Counselor, National Certified Counselor, and Licensed School Counselor with over a decade of experience.
Her service and leadership extend to initiatives such as the “MISS TMSA” leadership program, promoting empowerment among young women, and organizing nationally recognized events like Red Ribbon Week, which emphasized drug prevention awareness. Her creative approach to teaching and supervision has shaped dynamic learning environments that foster growth, collaboration, and inclusivity.
Dr. Michael Havazelet joins the Butler University faculty in the role of Assistant Professor in Literacy Education. Michael will begin in August of 2025.
He earned his Ph.D. in Learning, Teaching, and Diversity with a specialization in Language, Literacy, and Culture from Vanderbilt University’s Peabody College of Education. He also earned a Master of Arts in Teaching from the University of Chicago - Urban Teacher Education Program in 2011, and a Bachelor of Science in English Language and Literature from the University of Chicago in 2010.
Dr. Havazelet’s background includes over nine years of elementary teaching in Chicago area schools and significant work as a teacher-educator. He has taught and co-instructed literacy courses at Vanderbilt, emphasizing relational and justice-oriented approaches to teaching. Dr. Havazelet’s research takes a critical-affective lens on literacy education policies and their enactment in marginalized communities. His publications and conference presentations highlight his commitment to equity and his efforts to address the emotional and collaborative dynamics of literacy instruction.
Dr. Amanda (Huffman) Hayes ’12 MS ’16 joins the Butler University faculty in the role of Assistant Professor in Middle/Secondary Education. Amanda will begin in August of 2025.
She earned her Ph.D. in Curriculum and Instruction at Purdue University, with a focus on Mathematics Education. Prior to her PhD studies, Dr. Hayes taught various core and upper-level mathematics courses at Pike High School in Indianapolis, Indiana. She also hosted student teachers and facilitated mathematics methods professional development for prospective teachers. Amanda earned her Master of Science in Effective Teaching and Leadership (METL) from Butler University in 2016 and her Bachelor of Science in Middle/Secondary Education with a secondary major in Mathematics from Butler University in 2012.
Dr. Hayes’ scholarship centers around student-centered instruction, student dialogue, and differentiated instruction for all students. Her research highlights the importance of fostering learning environments where students have more engagement and choice in demonstrating conceptual understanding and mathematical reasoning. She was awarded the CPM Educational Program’s Outstanding Dissertation Award in 2023, which funded observations of student-centered mathematics classes. Her teaching excellence was recognized with the Outstanding Graduate Assistant Teaching Award in 2023 from Purdue University’s Department of Curriculum and Instruction and College of Education.
Kat Krebs joined the College of Education as our Field Placement Coordinator for the Online Masters Counseling Programs in October of 2024. She graduated from Ball State University with a degree in Sociology and Political Science. She has been in K-12 education as a support staffer for the last 10 years, most recently serving as the District Registrar for Brownsburg Community School Corporation.
Dr. Spencer Murphy joins the Butler University faculty in the role of Lecturer of Counselor Education. Spencer will begin in August of 2025, teaching courses in the Online Counseling Programs.
Dr. Murphy received his doctorate in Counselor Education and Supervision at the University of Florida in summer of 2025. He earned his Master of Arts in Counselor Education, Clinical Mental Health from University of Toledo in August of 2020, and a Bachelor of Arts in Psychology from University of Toledo in 2017.
Dr. Murphy served as a doctoral intern at the University of Florida Counseling and Wellness Center, providing individual and group counseling to university students. He also worked as a graduate teaching assistant at the University of Florida, co-instructing courses such as Group Counseling and Counseling Skills. His K-12 experience includes working as a school-based mental health counselor and a behavioral therapist. Dr. Murphy is a National Certified Counselor (NCC) and a Registered Mental Health Counselor Intern in Florida.
Dr. James Thomas joins the Butler University faculty in the role of Lecturer in Higher Education & Student Affairs. Dr. Thomas will begin in August of 2025.
Dr. Thomas earned his Ph.D. in Higher Education from the University of Kentucky in 2017. He also holds a Master of Education in Social and Philosophical Studies from the University of Kentucky, obtained in 2009. His undergraduate education includes a Bachelor of Arts in Education, received in 2003 from the University of Kentucky.
Dr. Thomas’ primary areas of scholarship include the social impacts of higher education, the history of higher education, and philosophical analysis of education. He is committed to benefiting students, restoring history to broader narratives, enabling students to find their place and passion in educational work, and supporting all educators.
Dr. Stephanie Trent joined the Butler University faculty in January of 2025 in the role of Instructor of Counselor Education.
Dr. Trent earned her Ph.D. in Psychology from Capella University. She is fully licensed in Indiana as a LMHC and a LCAC, and is certified as a Grief Educator. She also holds a Master of Arts in Counseling/ Deafness from Gallaudet University, earned in 1999. Her undergraduate education includes a Bachelor of Arts in Psychology from Gallaudet University, received in 1997.
Dr. Trent’s academic experience spans decades and demonstrates her versatility and extensive experience as an educator. Her career highlights include a wide range of academic roles and professional experience, including a focus on the Deaf community and services related to deafness. Her teaching specializations include addictions counseling, grief and bereavement, ethics, trauma, human sexuality, and rehabilitation counseling. Dr. Trent brings extensive clinical experience as a Licensed Mental Health Counselor and Licensed Clinical Addiction Counselor, working in private practice, community mental health centers, and correctional facilities.
Dr. Daniela Vilarinho-Pereira joins the Butler University faculty in the role of Lecturer in Educational Technology. Daniela will begin in August of 2025.
Dr. Vilarinho-Pereira earned a Ph.D. in Learning Design and Technology from Purdue University in August 2024. She also holds a Ph.D. in Human Development Processes and Health from the University of Brasilia (2017), a Master of Science in Behavioral Sciences from the University of Brasilia (2012), and a Bachelor of Science in Psychology from the University of Brasilia (2010).
Dr. Vilarinho-Pereira’s scholarship focuses on the synergy between creativity and technology integration, with an emphasis on how technology can enhance creative processes and innovation, and its role in educator preparation. She has experience serving as Assistant Coordinator for the Technology Integration: Blended and Online Teaching (TI-BOT) Program at Purdue University, and as Pedagogical Coordinator and Instructional Designer for the Gifted Education Certificate Program for Teachers in Public Schools at the University of Brasilia. She has also contributed to curriculum development and project management for initiatives like Project Teaching Innovations in Multimodal Education (TIME).
By Katy Somerfield MSIM, MSW
COE by the numbers: Five Years of Growth
Debut of Kinesiology Major Drives 2024-25 Undergraduate Enrollment Increase, Number of Students in Existing Majors Remains Steady
In fall 2024, the new Kinesiology major debuted in the College of Education. In its first year, the program enrolled 43 students, including newly admitted firstyear students and transfers from other Butler University programs. These Kinesiology majors accounted for the growth in undergraduate enrollment for the COE in fall 2024, as enrollment for existing majors remained steady.
MS in Mental Health Counseling Program Nearly Triples in Size in 2024-25, Continues to Fuel Enrollment Boom for Graduate & Adult Learning Programs
Following a brief post-COVID enrollment decrease, the College of Education added to its graduate and adult learning program offerings. In addition to the long-standing License in Mental Health Counseling Certificate program, an online Master’s in Mental Health Counseling program launched in Fall 2023. This new program has been responsible for an enrollment surge at the graduate level over the past two years. Most notably, enrollment for Mental Health Counseling nearly tripled from 45 students in its first year to 131 total students in Fall 2024.
Many Beloved Colleagues Retire, COE Welcomes 22 New Full-Time Faculty!
The past five years have marked a period of many transitions as well as significant growth for full-time faculty within the College of Education. Since 2020, COE has celebrated the retirements of eight long-serving faculty members. While working hard to fill vacant positions from beloved colleagues who have left, the
New Faculty Expertise Aligns with Expanding Program Offerings
Among the 22 new faculty joining the College of Education between 2020 to 2025, new hires in educator preparation programs still account for the largest group and primarily filled existing vacant positions. On the other hand, an equal number of completely new faculty positions (10) were added to serve popular new Counseling and Kinesiology programs. Two more new faculty positions are set to be filled by the start of the 2025-26 academic year –one to serve as the director for a new Higher Education/Student Affairs online degree program and one to lead the College of Education in its vision for educational technology integration and transformation across programs.
launch of new programs and increases in enrollment have also meant adding new faculty positions. By 2025-26, full-time faculty positions in the COE will have grown from 26 people in Fall 2020 to 38, with 22 new faculty joining the COE during the same time period.
Special Education – Mild Intervention Major | Coming 2026!
By Dr. Erin Garriott MS ’01
Launching in the spring 2026 semester, Butler University’s Special Education – Mild Intervention Major is built for students who are passionate about inclusion and Disability advocacy. With strong faculty support, practical training, and meaningful community partnerships, SPED students graduate ready to lead and inspire.
This program prepares students for licensure as P–12 Special Education teachers supporting learners with mild intervention needs. From day one, coursework is paired with supervised field experiences in local schools, offering practical, hands-on learning. Whether co-teaching in classrooms or participating in adaptive sports, students gain real-world skills and confidence in inclusive environments.
What sets this program apart is its commitment to experiential education. Students can participate in disability-focused study abroad programs, stateside immersion trips, and communitybased opportunities through relationships with the Council for Exceptional Children (CEC) and Special Olympics Indiana.
Core areas of study include:
• Disability law and education policy
• Inclusive instructional strategies focused on Best Practices and Universal Design for Learning (UDL)
• Building inclusive classroom communities where all children belong
• Disability history and advocacy
Flexible program options include:
• Dual licensure in K–6 General Education + P–12 Special Education with added coursework and integrated student teaching placements
• Add a TEL (Teacher of English Learners) license with one extra course and an ENL student teaching placement
Program Highlights:
• P–12 Special Education (Mild Intervention) licensure
• Experience Best Practices in action with embedded fieldwork from the start
• Disability-focused travel opportunities
• Community partnerships with CEC and Special Olympics Indiana
• Focus on inclusion, equity, and advocacy
• Optional licensure add-on
This major is a great fit for students who want to make a difference through inclusive, equity-focused teaching.
Learning Through Place:
A Photo Essay of Meaningful Educational Journeys
Dean Brooke Kandel created an immersive learning series to build deeper connections with students, faculty, and staff across the College of Education. Centered on community, history, and shared experience, the series provided rich, out-of-theclassroom learning through storytelling tied to place, institutional explorations, and conversations with inspirational leaders. Whether walking through the halls of a museum, standing on the steps of a historic landmark, or listening to the lived experiences of others, participants were invited to reflect, engage, and grow together. More than just learning opportunities, these experiences were meant to bring people together, inspire curiosity, and create a deeper sense of community and purpose within the College of Education.
OCTOBER 2024
Butler Legends Tour at Crown Hill Cemetery
By Chasadee Minton MS ’24
Led by Professor Emerita Dr. Debbie Corpus ’74, students took a storytelling-filled stroll through Crown Hill Cemetery, where Butler greats rest in history. Through riddles, reflection, and narrative, the group honored the legacy of Butler University alumni and University figures who helped shape both campus and community. With Dr. Corpus guiding the way, this tour offered a hauntingly beautiful connection between past and present.
NOVEMBER 2024
Behind the Scenes at the NCAA National Office
In the heart of downtown Indianapolis, students explored the inner workings of collegiate athletics with an exclusive tour of the NCAA National Office. Led by Meredith Cleaver, Director of Women’s Basketball, the visit offered a unique view into March Madness, NCAA championships, and how policies and programs shape the lives of over 500,000 student-athletes nationwide. The experience blended sport, leadership, and education at the highest level.
Honoring Legacy & Equity with Dr. Pat Payne
The group had the distinct honor of learning from Dr. Pat Payne, a legendary educator and advocate for equity in Indianapolis. A proud IPS graduate and lifelong servant of public education, Dr. Payne shared powerful insights into the history of Indianapolis Public Schools, offering a personal and profound look at equity in education. The visit concluded with a guided tour of the Crispus Attucks Museum, where stories of resilience and excellence in Black education and athletics came to life through Dr. Payne’s voice and lived experience.
In 2016, Dean Brooke Kandel and Dr. Susan Adams, both Desmond Tutu Fellows of Center for Peace, Reconciliation, and Global Justice, collaborated to develop a Curriculum Guide to accompany the WFYI Public Media and Ted Green Films documentary, “Attucks: The School That Opened a City.” Created in partnership with Butler University, IUPUI, and Indianapolis Public Schools, the curriculum guide is designed for elementary, middle, and high school students.
Crispus Attucks High School was built during a time when the Ku Klux Klan held power in Indiana. Despite this, and for more than 40 years, its students have defied the odds; emerging as surgeons, educators, scientists, politicians, world-class musicians, and athletes. Their resilience transformed lives and helped shift public sentiment, gradually fostering integration among Indianapolis’s younger white population.
The film and curriculum explore many complex social issues, including stereotyping, democracy, racism, cultural difference, segregation, and integration. Grappling with these topics is essential to helping students understand society and their role in shaping a more equitable future. The curriculum guide invites educators and students alike to examine these themes with depth, empathy, and historical perspective.
Attucks: The School That Opened a City | PBS documentary
Experiential Learning Outside the Classroom
By Trinidy Charles ’23
Kaleigh Bendoff ’25
Major: Youth & Community Development with an emphasis in Arts Administration
Minor: Speech, Language, & Hearing Sciences
St. Louis, Missouri
Where are you interning and what are your day-to-day responsibilities?
As the Education Intern at Indiana Repertory Theatre (IRT), my responsibilities involve preparing materials to promote IRT Summer Camp, creating education display boards for the current productions, assisting in student matinee performances, collecting and analyzing school data in Excel, and more. I also started a Fun Committee, organizing activities to unite all departments.
How does this internship relate to your major?
This internship relates to my major because I see firsthand what it takes to succeed as a community educator. My Youth & Community Development classes did an excellent job of emphasizing that there are more environments where education is needed. In contrast, my Arts Administration classes prepared me to take on more administrative tasks.
What do you like most about your internship?
No two days are structured the same. The arts are constantly changing and evolving, as are my daily tasks and weekly goals. It’s nice not to be stuck with only monotonous tasks. I also enjoy the personal autonomy I get from the Indiana Repertory Theatre because not only does this allow me to be more motivated, but depending on the deadlines, I can take breaks on my own time.
What project are you particularly proud of?
One way that the IRT makes its productions accessible to students is by creating online study guides that can be read before seeing the show. I have been working on one for the musicals in the 2025-2026 season lineup. It is fulfilling to know that my work will be displayed on their website and sent to schools so kids can learn something new.
What are your career goals, and how is this internship preparing you?
I want to make a difference in arts education. My biggest goal is to open my own children’s theatre and be able to be a part of a young artist’s journey in discovering their artistic talents. Interning at the Indiana Repertory Theatre has given me opportunities to get to know the local school districts and other art organizations and show me all the behindthe-scenes of what it takes to run educational programs for a theatre.
80,000over In 2024-2025, COE students spent
hours in immersive field experiences at K-12 schools and community organizations.
Meet Current Student Brenna Arakelian
By Kaitlin Hennessey
Brenna Arakelian
Major: Middle/Secondary Education and English
Hometown: Wildwood, Missouri
What made you decide on Butler during your college search?
When I was looking for schools, I already knew I wanted to pursue teaching, so I sought out schools with good education programs, and Butler happened to be one of them. Ultimately, I felt most at home with the campus, it was driving distance from my hometown, and I liked what I had seen about the College of Education.
What made you interested in studying Middle/Secondary Education?
My major is one of the unique ones where it directly translates to my job. I always knew I wanted to be a teacher, so I declared my major as Middle/Secondary Education because it allowed me to have a more specific field of study and I chose English because of my love for reading and literature.
What is your favorite part of being a student in the College of Education (COE)?
My favorite part about being a student in COE is how many opportunities we have to visit and observe schools. Butler has so many connections in the Indianapolis community and I am grateful I have seen so many different school settings.
Is there a particular faculty or staff member who has inspired you?
Two professors have inspired me: Dr. Carol Reeves with the English department and Dr. Lisa Farley with COE. Both of these professors taught with a passion for their subjects that I wish to emulate in my own classroom, and they both led their students with grace, humor, and a desire for everyone to succeed.
What are some examples of experiential learning opportunities you’ve participated in?
My classmates and I have visited multiple schools: Indianapolis Public Schools schools, Pike Township, the International School, and Zionsville Community Schools. I am completing my student teaching at Pike High School and Zionsville West Middle School.
In what ways do you think COE is preparing you for life after graduation?
The connections COE has provided are what will set me up for success post-grad. All the people involved with the COE have extensive backgrounds and experiences. These connections have provided valuable mentorship, hands-on teaching opportunities, and guidance that will help me transition smoothly into my first teaching role.
What advice would you give to someone who is thinking of studying in COE?
I would say do it! I have had a great experience in COE, the people are nothing but kind, and even if you go in not knowing what you want, that’s okay. I am a big advocate for Middle/Secondary Education because you can explore other colleges within Butler as well. I would also encourage everyone to explore the minors COE offers.
Growing with Purpose: How Butler’s Kinesiology Program Blends Learning, Leadership,
and
Community Impact
By Dr. Tom Parry
The 2024 fall semester marked the opening of the Kinesiology program to its first cohort. This group included many new freshmen as well as some internal transfers waiting for our program to be added to Butler’s list of majors. We have maintained approximately 40 students in this first class and expect another 30 to join us in the fall 2025, demonstrating the program’s rapid growth. In this group of students, we have a wide range of career interests, including Physical Therapy, Occupational Therapy, Athletic Training, Strength & Conditioning, Physician Assistant and Orthopedic Surgery to name a few. This demonstrates the broad appeal of the program and the multiple career pathways it can lead to.
We also continued the Sport Coaching Minor under the Kinesiology umbrella, which has also grown to over 40 students from across the University. The minor blends theory with practical application, providing students with a scientific understanding of how people learn movement skills and how to apply these ideas using effective pedagogy. As part of the minor, students complete a supervised field experience working with community partners to gain some hands-on coaching experience.
From the beginning, the Kinesiology curriculum has emphasized the importance of active and experiential learning. To achieve this, we developed a Human Performance Lab that provides students with hands-on experiences through various courses in the program.
Throughout these courses, our students have had several opportunities to be in the lab and utilize the clinical and practical equipment. In the coming years, we plan to expand this space to provide more opportunities for students to engage with advanced equipment. We would like to offer our sincere appreciation to Dr. Sam Juett and Dr. JoAnne Juett who have generously donated to the program to help expand these opportunities both on campus and in the community. It is important to acknowledge that Butler Athletics, especially Ralph Reiff and Greg Moore, were instrumental in bringing this program to life. We have already collaborated through the use of facilities, guest speakers, and opportunities for students, and we look forward to continuing this relationship into the future. This mutually beneficial partnership will culminate in internship opportunities within the sports medicine and strength & conditioning departments and opportunities for students to conduct testing with current athletes in the lab.
Along with internal relationships, we have developed Indianapolis community-based partnerships with local schools, professional sports teams, and health providers. This has strengthened the program and reinforces Butler’s and the College of Education’s mission to serve as a communityengaged institution.
As our first academic year concludes, we are proud of the momentum that has been established as we continue to grow. Plans are underway to expand course offerings, develop new internship partners, and further integrate the Human Performance Lab into campus wide athletic and wellness initiatives. We are proud of our first cohort, whose energy and engagement have helped shape the program’s identity. The future of Kinesiology at Butler University is bright.
Expanding Impact: The Growing Importance of Graduate and Adult Learning
By Dr. Nick Abel, Professor and Associate Dean of Graduate & Adult Learning Programs
In the ever-shifting landscape of higher education, graduate and adult learning programs are more essential than ever. These offerings not only provide learners with advanced professional preparation in a specific field, they are also frequently a direct response to urgent societal needs— particularly in fields like education, mental health, and human services. While COE has a long history of providing relevant graduate education to practicing and aspiring educators, our new and revamped graduate and adult learning programs have grown significantly in recent years, fueled in large part by fully online options that remove barriers for working professionals while maintaining the quality and community that define a Butler education.
The most significant driver of this growth has been the launch of our fully online Master of Science in Mental Health Counseling program led by Program Director Chloe Moushey and longtime School Counseling faculty members like Brandie Oliver and Tom Keller. Introduced in Fall 2023 with an inaugural cohort of 45 students, the MHC program nearly tripled in size within a single year, reaching 131 students in Fall 2024—and has continued growing at a remarkable pace since. Designed to meet the increasing demand for licensed mental health professionals in Indiana and beyond, the program equips students with the clinical skills, cultural competence, and ethical foundation needed to serve individuals, families, and communities with compassion and excellence.
Another program that illustrates the success of marrying flexibility with the urgent needs of communities and practitioners is our fully online graduate certificate in Applied Educational Neuroscience. Led by Lori Desautels, this program attracts a wide range of educators, administrators, mental health professionals, and other individuals eager to learn brainbased, trauma-informed, and relationship-centered approaches to creating environments that foster learning and resilience. Since moving fully online in 2019, the program has consistently enrolled between 70 and 100 students annually, including many who reside outside Indiana and even outside the US!
These enrollment trends reflect more than just numbers—they represent a deep resonance between our programs and the values, aspirations, and needs of adult learners. Today’s graduate students are often balancing work, family, and community commitments. They seek programs that not only fuel their passion and equip them to lead but also fit into their busy lives. By expanding our offerings, moving some programs online, and enhancing support structures for all learners, COE is meeting graduate and adult students where they are and walking alongside them toward their goals. The remarkable growth we’ve experienced is not simply a success story for our College; it is a sign of the trust our students place in us, and a call to continue growing in service to others, diversifying our program offerings and student body, and expanding our impact both locally and nationally.
Butler to Australia: How Study Abroad Inspired a Global Teaching Path
By Dr. Kelli Esteves, Associate Dean, Professor, and Global Coordinator for the College of Education
Anna Kemper ’22 and Madison Pius ’22 were in different parts of the world in spring 2020: Anna with a Butler group in Australia taking core classes, and Madison studying independently at Uppsala University in Sweden. Both were enjoying their time studying abroad, forming friendships and building routines when the COVID-19 pandemic abruptly brought those experiences to a halt.
Today, Anna and Madison are full-time educators living and working in Melbourne, Australia. Their paths offer insight into what it means to step into unfamiliar spaces with purpose and curiosity.
Finding Direction Through Disruption
For both Anna and Madison, the decision to study abroad came from a natural love of travel and learning. And though no one could have predicted the disruption of a global pandemic, it’s clear that their time abroad, however brief, sparked a commitment to global education.
Anna’s study abroad experience in Australia in 2020 began under the haze of wildfires. “When we arrived, we had to wear these intense masks because of the smoke,” she said. “Then when we left, it was COVID, so we were in masks again.”
Though her stay lasted only two months, the experience left a lasting impression. “I didn’t get to do everything I wanted to do. But it gave me a glimpse of what life could be like here, and I knew I wanted to come back.”
Madison had a similar feeling. “I had worked so hard to get to Sweden and was finally finding my rhythm. I had great classes, school placements, friends… and then suddenly, I was back home in Colorado quarantined in my parents’ basement.”
That jarring change planted a seed. “It definitely made me want
to go back and live overseas. There was this sense of unfinished business, and I wanted another chance to live and teach internationally.”
Rather than letting that experience deter them, both women held on to the idea of returning abroad. That drive, to not just travel, but to live and work globally, carried forward as they completed their degrees.
After graduation, both Anna and Madison began their teaching careers in Indianapolis Public Schools, but couldn’t shake the desire to teach abroad. Through the College of Education’s Global Mentorship Group on Facebook, a space created for students, alumni, faculty, and international educators to connect, they saw a post that would change everything. It was an opportunity through Leading Out, an organization that places teachers in schools across Australia.
They applied, received year-long working holiday visas, and began preparing for classrooms half a world away. What started as a disrupted semester abroad had evolved into the beginning of their professional lives as global educators.
Preparation Meets Possibility
Anna and Madison credit their preparation at Butler for laying the foundation that made international teaching feel possible. “Teaching is about relationships,” Madison said. “That doesn’t change whether you’re in Indianapolis or Melbourne.” She found that the relational pedagogy emphasized at Butler helped her feel grounded in a new environment.
Anna agreed and pointed to one professor in particular who helped shape her global mindset. “I still think about Dr. Pangan’s class. One day we looked at schools around the world, and she showed us this amazing school with gardens and
Anna Kemper ’22
balconies on every level. I remember thinking, ‘I want to teach somewhere like that’ Now, I do. My school in South Melbourne looks just like that photo.”
Their first year in Australia began with roles as Casual Relief Teachers (CRTs), the Australian equivalent of substitute teachers. Unlike in the U.S., CRTs are deeply integrated into the school system. “It’s really common,” Anna explained. “You can pick which school you want to work at each day. It helped me figure out what kind of environment I wanted long-term.”
Eventually, Anna dropped off her résumé at a school she had her eye on. “They called me so I went in, did a few days of CRT work there, and ended up loving it. I’ve never wanted to work at a school so badly.” She now has a full-time teaching contract at that school, which is sponsoring her skilled visa.
Madison appreciated the freedom of CRT work during her first year as well. “It gave me a chance to observe different schools and focus on learning about schools in Australia. Not having my own classroom at first helped me feel more prepared for when I eventually do.”
Even the physical environment contributes to that balance. Classrooms often open directly to outdoor spaces. All students across all grades take recess at the same time, fostering a strong sense of school-wide community. “It’s different, but it works,” Madison said. “And it’s reminded me that there’s no one ‘right’ way to do things.”
Both educators say the shift has helped them clarify who they are as teachers and who they want to be. “I’ve become more flexible, and I’ve also realized what strengths I bring,” Madison shared. “My students love that I’m from somewhere different. I use technology in ways that are new for some of my colleagues and students and I offer a different perspective.”
A Culture of Collaboration and Balance
Teaching in Australia revealed more than new school structures, it introduced a different approach to education and well-being. “There’s a real sense of calm and contentment here,” Madison said. “People take school seriously, but they also value balance. That’s something I really appreciate.”
Anna noticed a difference in how educators work together. “There’s a lot of support and collaboration built into the system. At my school, we have a curriculum team that creates our lesson plans. That allows me to focus more on differentiation, instructional practices, and building relationships with students.”
Co-teaching and team-based roles are common. It’s not unusual for two or more teachers to share a classroom across the week or work side-by-side with teaching assistants. There’s also a clear boundary around work time. “When people take a sick day here, they really take the day off,” Anna said. “There’s no pressure to keep working from home.”
Looking Ahead
Both Anna and Madison are planning to stay in Australia for the foreseeable future. Anna’s school is sponsoring her visa for two more years, and Madison is now seeking a long-term role after completing her year as a CRT. They’ve built relationships, professional networks, and a strong sense of home.
When asked what advice they’d give to future educators considering a similar path, their answers are immediate: “Do it.”
“Even if you’re nervous, even if it’s hard to imagine—it’s worth it,” Anna said. “If you don’t like it, you can always come home. But you might never have this kind of opportunity again.”
Their journeys have been marked by courage, resilience, openness, and a love for teaching. As their professor, I couldn’t be more proud. And as an advocate for global learning, I’m reminded of what happens when young educators are given space to explore and support to grow.
Curious about teaching abroad?
Whether you’re a student exploring opportunities or an alum with experience to share, the Butler COE Global Mentorship Group on Facebook is a great place to connect. It’s a space where COE students, faculty, and alumni connect, ask questions, and support one another. You’re also welcome to reach out to Dr. Esteves at kesteves@butler.edu if you want to get involved or learn more.
Madison Pius ’22
Where Are They Now?
Matt Harris ’11
MS in Effective Teaching and Leadership
Assistant Director of High School Review, NCAA Eligibility Center
I worked in the Butler Athletics Department from 2004-2014 and earned my master’s in education from the Butler COE during that time.
Since January 2014 I have worked for the NCAA Eligibility Center, putting my master’s degree from Butler to good use reviewing high school coursework to ensure that studentathletes are prepared to succeed academically in their first year in college. I also wrote a children’s book called The Warrenville Nine, based on a team I coached at Warren Little League in 2021.
Amy O’Fallon Knerr ’92
Elementary Education
Teacher Development Specialist
Hamilton Southeastern Schools, Fishers, IN
I’m retiring after 33 years in education in Central Indiana! I’m grateful for my time at Butler—lessons I learned during my time with the College of Education have stayed with me my whole career.
Alexa (Lexie) Muse ’12 (formerly Piatek)
BS Middle/Secondary English Education
I just got my PhD in Education from the University of Oxford this past spring! I also work as a 10th/12th grade English teacher at Lexington High School in Lexington, Massachusetts.
Between then and now, I’ve lived/taught in North Carolina, Russia, Turkey, and Massachusetts. I’ve published research on ChatGPT with my high school students (coming out in The Qualitative Report), published a few papers myself, presented at conferences, gotten married, adopted two amazing dogs, and hiked a bunch of mountains in New Hampshire. One of the biggest highlights has, of course, been the kids I’ve gotten to teach and watch grow up.
My favorite memory at Butler was absolutely in 2010 watching the basketball team make it to the National Championship game (everything leading up to that last missed 3-point shot was nothing short of magic). I also have to mention the 2-week England trip with Dr Walsh and a bunch of the English majors. Also anything involving the Chaucer course with Dr Watts, “The Chicago Trip(s),” late night conversations with my AXO sisters, and joining the BUMB trombone section in 2011.
My biggest advice would be: (1) keep in contact with your favorite professors/advisors/ mentors. Even to this day, I’ll ask Dr. Shelly Furuness MS ’05 for life advice or for a good pep talk. (2) To me, teaching is a creative art and a grand experiment: try stuff! See if your kids can publish a research paper. Write anthologies. Teach grammar using XML markup language. Frame your teaching around your creative skillset! (3) Enjoy and respect your non-core classes. No joke: I cannot tell you the amount that my non-major courses— Philosophy 101 with Swenson or the course I took on environmental chemistry or the global perspectives course on the rubber industry in South America—have helped me! Even in life, weird hobbies, interests, and sporadic events-- some that seem to have nothing to do with your work—end up constructing your path to places you don’t even know you haven’t been.
Lucy Allan ’19
Alexis Rice ’23
BS in Secondary Maths Education
Maths Teacher, Assistant Head of House (Pastoral Worker/Safeguarding Team) Portsmouth, England
As a 2nd year teacher I was promoted to a semi-leadership role. And have renewed my contract and visa to stay at my current school for the next 3 years.
Advice: don’t wish it away, you’re going to become a real adult with a job way too quickly and wish for your uni days back. But also at the same time continue to dream of all the incredible things you’ll do as a teacher, because on the tough days where it feels like there is no good thing about your job, it’s those dreams that carry you through.
Marissa Hradek Argus ’09, ’15
BS Elementary Education, Mild Intervention, ELL, METL Literacy Coach, Trailside Elementary Zionsville Community Schools, Zionsville IN
As one of this year’s recipients of the Eli Lily Teacher Creativity Fellowship, I am traveling to Japan this summer to study the concept of Ikigai (purpose for being) and Okinawa’s Blue Zone!
Leah DeVettori ’25
BS in Elementary Education and Mild Intervention Intervention Specialist (Special education teacher), Olentangy Local City School District (Heritage Elementary School) Columbus, OH
Have fun! The COE is great especially when you inquire on topics that are relevant to field on your own time!
Remember to look for opportunities to work in the field to make sure you will maintain a happy work life because teaching is hard! So many schools need instructional assistants, subs, etc. You never know what kind of teaching you will end up loving! And of course, don’t forget to give special education a try even if you’re nervous and/or are uninterested.
Working in special education is one of the most rewarding and best jobs ever! I never thought I would work in special education, but here I am about to enter my fourth year working in special education, but as a first-year teacher this time, and I couldn’t be happier!
Professional School Counselor, Baltimore County Public Schools Baltimore, MD, USA
Licensed Graduate Professional Counselor (LGPC) Resonate Counseling Services, LLC. Towson, Maryland, USA
Being an education major at Butler offered me a variety of experiences and insight into how best to work with people - kids and adults. I’ve never been a teacher, but the skills, knowledge, and experiences that I had with the COE were pivotal; they helped me figure out that I wanted to go into counseling and set me apart in grad school, as well as in the workforce.
Even if you don’t see yourself in a traditional classroom setting after graduation, an education major at Butler is well worth your time. Stick with it :)
Lynn Vogel Werckenthien ’11
BS in Secondary English Education
Secondary English Department Head
Brownsburg Community Schools, Brownsburg, IN
I loved Butler so much that I cried on graduation day; I never wanted to leave! I met my husband at Butler, and we now have three wonderful children. I taught for a year at Homestead High School, 11 years at Sheridan Community Schools, and I’ve been at Brownsburg for 2 years.
Here are a few pieces of advice for preservice educators: I always tell people that while I was at Butler, I was so over the amount of reflection we had to do. However, I find that it has set me up to be a truly reflective educator with a growth mindset. I also would like to say that I am a testament to how you can have a not-so-amazing student teaching experience and end up loving being a classroom teacher. Stick with it! It’s so worth it.
Eleni Tzougros ’24
BS in Elementary Education
Just finished as a fifth grade General education teacher at Washington Irving neighborhood school (Indianapolis)
I can’t believe how fast the school year went!
Throughout my school year, I felt extremely supported, loved, and taken care of as a first-year teacher. I also enjoyed frequent updates (maybe even daily calls) from fellow alumni that I graduated with swapping stories and challenges.
I am staying at Washington Irving next year as we departmentalize. I will be a 5th grade math teacher! Excited things to come!
Chloe Enk ’24
BS in Secondary Education and Mathematics
Mathematics Teacher at Adlai E. Stevenson High School: Lincolnshire, IL, USA
I just completed my first year of teaching! It was definitely hard and I learned a LOT, but am positive I went into the perfect career.
One of the most rewarding parts of my first year was the relationships I built with my students. I had students in all grades of HS (9-12) which meant I got to know so many amazing kids. My students have told me that I am one of the most positive teachers they’ve ever had and they love it when I come to support them at their events outside of school.
From that, I would say my biggest piece of advice is to show up for your kids—in and outside of the classroom. It means a lot and changes the class environment for the better.
Katelyn Zickler ’21
BS in Elementary Education with a minor in Sports and Recreation Studies
3rd Grade Teacher, Saint Mark Catholic School, Indianapolis IN
I am currently pursuing my Master’s in Administration! I miss the COE dearly!
Student Awards
Outstanding Students
2024-25 Outstanding Middle/Secondary Student Teacher | Mia Zaccaro
2024-25 Outstanding Youth and Community Development Student | Tyler Ellis
Senior Honors
Honors with Distinction
Pilar Adams
Brenna Arakelian
Kaleigh Bendoff
Katie Beyl
Paige Braun
Carlie Brodie
Jayla Cromwell
Megan Croner
Leah DeVettori
Grace Elliott
Morgan Evans
Caroline Gross
Graeme Gump
Sophie KettenBrink
Ava Laufersky
Ashley Learn
Kiera McBride
Sophie McCarthy
Allison McElroy
Eunice Najera
Carleigh Olive
Bella Roumain
Jasmine Slough
Brooklyn Timm
Ella White
Mia Zaccaro
High Honors with Distinction
Tobi Akinseye
Maggie Doonan
Megan Drake
Tyler Ellis
Sarah Fournier
Ashton Gianakos
Abby Grayson
Caroline Jackson
Mindy Lai
Laila McClimon
Brendan McDonnell
Hadley Pitre
Hanna Polster
Highest Honors with Distinction
Ryann Bahnline
Kate Howell
Realizing the Dream Scholarship | Eli Lilly Endowment
Brooke Roessler
University Awards
2024-25 Butler Service Medal
Dr. Ena Shelley, Professor and Dean Emerita
Dr. Ena Shelley spent her entire deeply influential career mentoring and preparing future educators through the College of Education (COE) at Butler University, retiring in 2019 as Dean and Professor Emerita. After serving as a Kindergarten teacher, Shelley first arrived at Butler as an Assistant Professor of Education in 1982 after earning her Ph.D. from Indiana State University in Early Childhood Education and Child Psychology. She was named a Professor in 1995 and became Dean of the College in 2005.
During her tenure, she oversaw the infusion of the Reggio Emilia philosophy throughout the COE and Indianapolis area schools through the Indianapolis Reggio Collaborative partnership, and she led the creation of two Indianapolis Public School/Butler Lab Schools. She shifted the model of the COE to one centered around student teaching and site-based instruction, established partnerships with many area schools, and has been involved in state and national legislation and policy around the education of
2024-25 Butler Giving Circle
young children. She also oversaw the COE’s move into a new home on South Campus in 2018.
Her leadership, research, and teaching have been honored through numerous local and national awards, including the Hoosier Educator Award from the Indiana Association for the Education of Young Children in 2013, the Edward C. Pomeroy Award for Outstanding Contributions to Teacher Education by the American Association of Colleges of Teacher Education in 2016, and a Distinguished Faculty Award and honorary doctorate from Butler University in 2019.
Though her research and advocacy efforts have made a profound impact on early childhood education throughout Indiana and beyond, and her leadership altered the course of the COE curriculum and approach, perhaps her greatest influence has been in the individual lives of countless COE graduates who were inspired and equipped for a career in teaching through her mentorship. Their impact on the lives of children in classrooms around the world is profound and ongoing.
The Butler Service Medal is the second-highest honor conferred by the Butler University Alumni Association. It recognizes former faculty and staff for extraordinary and distinguished service to Butler University while at the same time achieving a distinguished career in their chosen profession and attaining a regional or national reputation. All recipients have had, in the course of their service, a profound influence on the future course of Butler University.
Future Black Leaders (FBL) | Fishers High School | high school affinity student group
FBL was awarded a $15,000 grant to support its 7th Annual Black Student Leadership Summit, hosted on Butler’s South Campus since 2023.
By Special Appointment | Service at the University level
Academic Affairs
Dr Shelly Furuness MS ’05, COE Professor and Director of Operational Excellence
Center for Faculty Excellence
Prof. Felicia Williams, COE Lecturer, COE Faculty Director of Diversity, Equity, & Inclusion, and Assistant Director of the Center for Faculty Excellence.
Faculty Awards
Richard W. Guyer Chair in Education
Dr. Brooke Harris Garad, Assistant Professor
Faculty All-Star
Prof. Felicia Williams, COE Lecturer and Faculty Director of Diversity, Equity, & Inclusion
Spotlight on Excellence in Teaching and Scholarship
2024-25 Inaugural Outstanding Academic Advisor
Prof. Angela Mager ’92 MS ’01, Assistant Dean and Senior Lecturer
2024-25 Outstanding Professor of the Year Award
Dr. Nick Abel, Professor and Associate Dean of Graduate & Adult Learning Programs
2024-25 Distinguished Faculty Award
Dr. Catherine Pangan MS ’99, Professor, Program Director for the Life-Long Learning Collaboration, and Faculty-in-Residence
2024-25 Inaugural Distance Learning Award
Prof. Chloe Moushey, Lecturer and Program Director for Online Counseling Programs
Alumni Awards
Butler Young Alumni Board
Kenya Bustos-Diaz ’23
Fulbright Award
Gregory Golden ’24 | Germany
Julia Shein ’22 | Spain
INSCA School Counselor of the Year
Aaron Shelby MS ’04
COE Alumni, we’d love to hear what you’ve been up to!
Share your latest updates with us so we can celebrate your accomplishments and keep our community connected. We may publish these updates in our annual COE Year in Review or they may be used for COE social media.
Gregory Golden ’24
Julia Shein ’22
Do you know a distinguished graduate? nominate them for a college of education distinguished alumni award
Five Indiana School Districts Awarded Nearly $600K to Support Student Mental Health
Five Central Indiana school districts have been awarded nearly $600,000 to improve mental wellness among their students, thanks to a grant made available through Butler University as part of the Comprehensive School Mental Health Initiative. School districts selected to receive funding are Herron Preparatory Academy, Indianapolis Public Schools, Kokomo School Corporation, Lebanon Community School Corporation, and North Lawrence Community Schools. Funding for the Comprehensive School Mental Health Initiative through Butler University has been provided in part by Indiana Family and Social Services Administration’s Division of Mental Health and Addiction.
The Comprehensive School Mental Health Framework provides a continuum of social, emotional, behavioral, and mental health supports and services to support students, families, educators, and all stakeholders within the school community. The grant initiative supports Indiana schools in developing a comprehensive approach to addressing wellbeing needs within the school community. The number of students struggling with wellness issues, particularly mental health issues, has been steadily increasing for several years, and numbers have increased even more significantly postpandemic. The crisis exists nationally but has hit Indiana teens particularly hard.
Statistics underscore the urgency:
• 3 in 10 Hoosier high schoolers report poor mental health most of the time.
• Indiana ranks 10th nationally for children under 18 at risk for depression, and 15th for suicidal ideation.
• Over 35% of Indiana students in grades 7–12 felt so sad or hopeless they stopped their usual activities.
• More than 25% of high school students seriously considered suicide, with 15.7% attempting it.
• Over 25% of parents reported difficulty accessing mental health care for their children.
“There is significant need for wellness resources in Indiana schools,” Brandie Oliver, Professor in Butler University’s College of Education, said. “Research indicates that students are more likely to seek counseling when resources are
available at school, and students who receive social, emotional, and mental health support achieve more academically. I’m so grateful to the Indiana Family and Social Services Administration for working with Butler University to award this funding to five very deserving school districts.”
Each of the five school districts that received funding submitted proposals for consideration to Butler University, which administered the grant process.
Herron Preparatory Academy ($140,045)
Funds will support the addition of a middle school counselor and development of community partnerships. The focus is on self-confidence, emotional regulation, and a comprehensive mental health framework.
Indianapolis Public Schools ($100,000)
Seven middle schools will implement the ASCA and MTMDSS school counseling models to align Tier 1 support with building pedagogy in a data-driven response to student wellness needs.
Kokomo School Corporation ($100,000)
The grant will enhance coping and stress management skills among middle schoolers, provide staff training, and strengthen community and parent engagement.
Lebanon Community School Corporation ($124,400)
Lebanon aims to create environments where students and staff thrive by prioritizing well-being, engagement, and relationshipbuilding to boost academic success.
North Lawrence Community Schools ($135,240)
NLCS will expand its support network by adding a Family Support Specialist and deepening partnerships with mental health providers. The district also continues its commitment to Trust Based Relational Intervention (TBRI®).
On December 9, 2024, over 50 educators from the five districts will gather at Butler University for the Comprehensive School Mental Health Symposium. The event will feature keynote speaker Dr. Brian Dinkins, CEO of the Center for Empowering Education, along with panels and breakout sessions on mental wellness in schools.
Transforming Mental Health in Indiana Schools
Butler University’s Bold Commitment through the Comprehensive School Mental Health Initiative
By Drs. Brandie Oliver ’96 MS ’07 and Karlin Tichenor
Mental health is no longer a side conversation in education; it’s front and center. Schools today are being reimagined not just as places of learning, but as foundational spaces where students, educators, and families find connection, support, and the tools to thrive. Butler University is leading the way in this transformation with the Comprehensive School Mental Health Initiative (CSMH), a powerful movement reshaping how Indiana schools care for the whole child.
The Vision: Mental Health at the Heart of Education
At the core of this work is the belief that every student deserves to feel safe, supported, and seen. Comprehensive school mental health programs foster inclusive environments that go beyond academics, prioritizing emotional well-being, early intervention, and access to care.
Guided by a research-based framework and aligned with the Multi-Tiered Systems of Support (MTSS), Butler’s initiative empowers schools to embed mental health practices into daily operations. The result? Safer, more connected learning environments where every student has the opportunity to flourish.
A Major Milestone: $2.39 Million to Drive Systemic Change
In October 2023, Butler University’s College of Education was awarded a transformative $2.39 million grant from Indiana’s Family and Social Services Administration, Division of Mental Health and Addiction. With $1.2 million dedicated to school-based grants, this investment is sparking statewide momentum.
But this initiative is more than just funding; it’s about deep collaboration, hands-on coaching, and building infrastructure that lasts.
The Model: Coaching, Collaboration, and Community
Selected schools become part of a dynamic statewide learning cohort designed to foster collaboration, growth, and sustained impact. As members of this cohort, schools receive strategic coaching from expert practitioners, ensuring they have guidance tailored to their unique needs and goals. They
also participate in monthly support sessions that provide ongoing opportunities to troubleshoot challenges and refine their approaches. In addition, semi-annual symposiums hosted at Butler University bring school teams together for in-depth learning, inspiration, and connection. The cohort model also emphasizes peer learning and professional networking, creating a vibrant community of educators and leaders dedicated to transforming mental health support in Indiana schools.
“Our goal is not only to provide financial resources but to partner with schools in developing sustainable systems that support mental health for years to come,” said Dr. Brandie Oliver, Associate Professor at Butler’s College of Education and co-leader of the initiative.
Each school team is guided through key phases: readiness, adoption, and sustainability to ensure long-term success.
School Spotlights: Real Impact in Action
Herron Preparatory Academy
Herron Preparatory Academy expanded services by adding a middle grades school counselor, helping the school meet ASCA-recommended ratios and offering a 10week community-building program focused on social-emotional learning. With increased staffing,
referrals to Eskenazi Mental Health rose significantly, and the partnership was strengthened to provide school-based services, implement the Second Step curriculum, and deliver staff training on wellness and school culture.
Indianapolis Public Schools (IPS)
As IPS launched seven new middle schools in the 2024–25 academic year, they prioritized students’ emotional needs through a daily advisory program. With CSMH grant support, IPS adopted the Success Bound curriculum, integrating socialemotional learning, social justice, and counseling best practices to help middle schoolers thrive during this major transition.
Kokomo School Corporation
Kokomo’s grant-funded programming targeted middle school students facing academic or behavioral challenges. Through bi-weekly group sessions, students learned key employability and social-emotional skills and took those lessons into real-world settings with field trips and hands-on learning.
Early results? Increased academic performance, fewer disciplinary issues, and a stronger sense of community. Staff also received restorative practices training and caregiver engagement soared through events like screenings of Screenagers.
Lebanon Community School Corporation
Lebanon is laying the foundation for long-term success with district-wide prevention training, enhanced MTSS structures, and improved data systems. A highlight: 30 staff members participated in Mind Body Medicine Skills Groups, boosting educator wellness and emotional resilience. The feedback was clear; this support matters.
North Lawrence Community Schools
North Lawrence Community Schools strengthened its approach to student and staff well-being through strategic partnerships and targeted investments. The district partnered with Centerstone and IU Health to provide both on-site and telehealth mental health support, ensuring services were accessible and responsive to student needs. A dedicated care specialist was hired to serve an elementary school with particularly high needs, offering direct, consistent support. To promote educator wellness, all 11 schools in the district established wellness rooms; calming spaces where staff can decompress, self-regulate, and recharge. Additionally, the district prioritized professional growth by investing in comprehensive training and development opportunities for its school-based mental health teams, equipping them with the tools and knowledge to better serve the school community.
Looking Ahead: Building on Momentum
As the initiative enters its second year, Butler is doubling down on its commitment of continuing to support current grantees while opening doors for new participants. The next grant cycle (July 1, 2025 – June 30, 2026) invites schools to deepen their mental health strategies and expand their impact.
This sustained investment is about more than short-term wins. It’s about institutionalizing mental health practices, building internal capacity, and equipping schools to respond to the evolving needs of students, educators, and families for years to come.
Butler University: Leading with Purpose
Butler’s College of Education remains a fierce champion of mental health in education. Through this groundbreaking initiative, the University is not just supporting schools; it’s transforming culture, shaping future-ready systems, and empowering every child to succeed.
Learning by Doing: Corporate Work Study meets the College of Education
By Amy Arnold MS ’21 and Carlos Espinosa
When Carlos Espinosa was in the eighth grade, he made a big decision about his future.
“I decided I wanted to become a teacher when I was in the 8th grade,” he says. “And I realized I can share my interest and the lessons of history with the next generation.”
Now a freshman at Providence Cristo Rey High School (PCRHS), Carlos is already getting real-world experience in the field of education, thanks to a unique opportunity through his school’s Corporate Work Study (CWS) program. The program places students in a professional setting for one full day each week.
“CWS allows students to work part-time at participating companies while attending school,” Carlos explains. “This gives experience to students, and the money that the students earn goes toward their tuition. This fouryear blend of academics and CWS experience ensures students are prepared for both college and careers.”
This year, Carlos’s work-study placement brought him to Butler University, a place that had already made an impression on him.
A Fortuitous Connection
Carlos first visited Butler as a participant in the BU Be Real summer camp designed to give high school students a taste of college life.
“The camp let me explore the campus and have a look into what college life looks like,” he says. “I already had Butler as my college of choice thanks to that camp.”
When Butler signed on to host CWS students for the 2024–25 school year, the College of Education was asked to participate, and Amy Arnold, MSEd ’21, stepped up.
“Part of my job is to find internship mentors for Youth and Community Development majors,” Amy explains. “I saw the potential benefits of a direct experience mentoring an intern.”
She and her colleague Dr. Kelli Esteves attended the CWS job fair at PCRHS, a lively and crowded event where students and employers could meet.
“It was a noisy gymnasium full of nervous enthusiasm,” Amy recalls. “CWS mentors and students were effectively interviewing each other, and at the end of the event, we submitted a list of students we were interested
in working with, and the students submitted a list of organizations they would like to work for.”
Carlos saw that Butler University would be hosting CWS, so those were the first tables he visited.
“The first student we met left a good impression; he wanted to be a history teacher,” Amy recalled. “He was our top choice.”
Inside the College of Education
Stepping into his internship, Carlos was excited but unsure of what exactly he’d be doing. Amy was feeling the same.
“I was looking forward to the experience of training and mentoring someone to do administrative work at a university,” she says. “Yet, I didn’t have a clear understanding of what administrative work a high school student could, or would want to, do for the COE. So, I decided to be open to learning through the experience.”
Fortunately, the CWS provided monthly benchmarks like communication, teamwork, and accuracy. Those skills became guideposts as Amy shaped work assignments for Carlos into meaningful learning opportunities.
Finding Purpose in the Process
For Carlos, the most rewarding parts of the internship were the projects that took time and allowed for creativity.
“Definitely finishing a project that takes weeks to finish,” he says. “And it would most often include research, which I don’t mind, but it would make it more lengthy. Another one would be graphic designs, as I would have some freedom to put my own ideas into it. I usually would have my image of what I wanted it to look like, and I would build off that to make it more appealing.”
Carlos quickly found his rhythm. He learned how to use spreadsheets, designed flyers and signs, and even contributed to digital content and editing projects.
“My tool of choice is Excel,” Amy says, “so it was easy to find opportunities to teach aspects of building and using spreadsheets. There was also a need for designing flyers and signs, an area we noticed early on that Carlos did well and enjoyed.”
Other staff members supported his development as well. Carlos helped edit last year’s Year in Review with guidance from editor Chasadee Minton MS ’24, created social media content, built Canvas course materials led by Data and Accreditation Administrator Katy Somerfield, and learned how to digitize and archive documents.
Working within the College of Education gave him a behindthe-scenes view of how a university operates, deepening his desire to become a teacher.
“Meeting the professors in person has helped me see not only what college students see and experience, but what happens behind the scenes,” Carlos says. “The work that gets put in to help the students succeed and achieve their aspirations. This aspect has also reinforced my career choice of becoming an educator because I want to help students achieve dreams.”
As the year came to a close, both mentor and mentee were considering whether to do the program again.
“Yes,” Amy says without hesitation. “Now that we have experience to build on, we can design opportunities for deeper learning for Carlos as a student and future educator, and for me as a mentor and practitioner. Together, we can learn from each other.”
Carlos’s journey toward a career in education is only just beginning. But thanks to CWS and Butler’s College of Education, he’s already building the skills, confidence, and connections that will help him get there. And for Amy and the COE team, Carlos’s contributions this year are a powerful reminder of what’s possible through learning by doing.
Faculty and Staff Highlights
Nick Abel
› Honored to be named the University’s Outstanding Professor of the Year for 2023 - 2024 during the Spotlight on Excellence in Teaching and Scholarship in February.
› Led graduate and adult learning programs as they experienced record enrollment, hired multiple faculty, and gained approval for new programs.
Susan Adams
› In May 2025, Dr. Adams will complete her term as the inaugural COE DEI Director and will conclude her facilitation of the COE DEI Fellows cohort.
› Presented at a state and national conference and was awarded the COE Scholarship Star at the 2023-2024 Celebration of Research, Scholarship, and Creative Activity along with Dr. Ryan Flessner.
Susan Adamson
› Excited to award 12 Early Childhood Educator Certificates to students completing the ECEC program at our inaugural celebration on May 10, 2025.
› Privileged to have served as Associate Professor, COE Education Chair, Guyer Chair, and Program Director of ECEC Program alongside our brilliant and inspiring faculty.
Amy Arnold MS ’21
› Participation in the University’s Women in Leadership Affinity Group has provided an opportunity to practice leadership in an informal setting, as well as learn from this experienced group. The meetings have proven to be so beneficial, I don’t ever want to miss.
› Growth in our graduate programs enabled us to hire two new staff members this year. Welcoming Jacque and Kat, and then working with all our staff to revise our operations has helped us better serve students and respond to the college’s ongoing needs.
Jenni Burke
› Had a fantastic year as the new library liaison to COE. It’s been so wonderful getting to know folks and providing resources, modules, and support!
› Had a significant year of presentations on a variety of topics: 3 national presentations (study on libraries and Mathematics faculty), 1 panel (onboarding in libraries), 4 Lifelong Learning sessions (2 internal, 2 external on misinformation and finding books that excite you), and 2 presentations in the works (Active Learning in college classrooms and navigating failure).
Lori Desautels ’84
› Co-taught in Lawrence Township integrating the Applied Educational Neuroscience framework into schools
› Body and Brain Brilliance, a new manual for educators, adolescents and children went live this past year and we are taking the practices into schools across the country and globe
Kelli Esteves
› Worked closely with school leaders and educators in New York and Indiana to assess instructional practices and school policies. Shared feedback and strategies that helped schools take steps toward improving student outcomes.
› Led a program review of our implementation of the science of reading and designed a companion training for university supervisors. Both efforts built on our strengths in preparing pre-service elementary and special education teachers to meet the needs of developing readers.
Ryan Flessner ’97
› Co-constructed a site-based partnership with Robin Lawrence, Instructional Coach at Spring Mill Elementary in the Metropolitan School District of Washington Township, focused on Fact Fluency Interviews.
› Provided professional development in elementary and middle school mathematics for districts and organizations across Indiana and in the Clover Park School District in Lakewood, Washington.
Erin Garriott MS ’01
› Along with my colleagues Professor Meyer and Dr. Kercood, we built a brand-new Undergraduate Major, Special Education - Mild Intervention, for any COE student who wants to become a licensed Special Educator. Look for this to roll-out this fall!
› Chosen to be Faculty Speaker at the COE Commencement Celebration in May, I spoke about Disability Advocacy and how accessibility is a way to show love to others. I taught the power of visual descriptions when speaking to a group and reminded the graduates how loved they are.
Brooke Harris Garad
› Proud to be a Desmond Tutu Peace Lab Faculty Fellow. Through this fellowship, Dr. Harris Garad 1) worked with two student interns to conduct research on children’s literature and censorship and 2) served as a guest speaker at two “Beloved Community Conversations” events in collaboration with the Martin Luther King Community Center.
› Served as the Faculty Commencement Speaker for our University’s celebration on May 9th at historic Hinkle Fieldhouse. Offering reflections and remarks for so many students and families with the support of my own family, friends, and colleagues was a career highlight.
Brooke Kandel
› Enjoyed passing out copious amounts of metaphorical Gatorade to my amazing colleagues and students while they taught, learned, researched, advocated, encouraged, and courageously co-created conditions for individuals to reach their full potential and for schools and communities to thrive.
Tom Keller
› Continued to develop and teach new courses for the online school and mental health programs.
› Joined colleagues on a research project on school counselors working with ELL students.
Undraa Maamuujav
› I authored and co-authored three book chapters in the upcoming books from Guilford Press, National Geographic Learning, Routledge, and three peer-reviewed articles published in Journal of Educational Psychology, The TESOL Encyclopedia, and CATESOL Journal
› I presented at the following international, national, and local conferences: TESOL International, International Conference on Literacy, Culture, and Language Education, National Council of Teachers of English, CATESOL, INTESOL, UCLA Center X, Butler Center for Faculty Excellence Panel
Ashley Mack-Jackson
› Worked with Hanako Gavia, Associate Director Office of Student Experience and Engagement, students from my FYS “From the HeARTland” course, and students from the organization Word As Bond to create the program and facilitate creative writing workshops for the annual Etheridge Knight Celebration.
› Worked with the Founder’s College Curriculum Committee to develop the initial curriculum for the new Youth and Community Advocacy program, and assisted in the search for the YCA faculty in this new and exciting college at Butler!
Danielle Madrazo
› Worked with the Office of Strategic Engagement to advance an Indiana historical marker to commemorate the contributions of an amazing COE alumnus.
› Partnered with the University of Florida Literacy Institute to bring UFLI Foundations training to the COE for our partners at IPS #43, MLKCC, COE preservice teachers, and faculty, and members of the Community Partners of #43.
Angela Mager ’92 MS ’01
› Humbled to have received Butler’s inaugural Outstanding Academic Advisor Award
› Thrilled to assist in bringing new colleagues to Butler by participating in our Counseling Searches and co-chairing the Founder’s College Search for the Youth and Community Advocacy lecturer.
Alexis Methner
› Successfully managed administrative logistics for 7 different search committees in which we welcomed new COE faculty and the Dean of The Founder’s College
› Through Butler’s “Into the City” Program, I facilitated city tours and networking experiences to connect FYS with Indianapolis’s opportunities. I also supported FYS in building professional networks with alumni and local leaders.
Theresa Knipstein Meyer
› Started the first cohort mentoring Program for our 2024 graduates of the Alternative Program in Special Education.
› Assisted students in the online graduate school counseling program Ed 683 Special Topics modules.
Chasadee Minton MS ’24
› Completed the semester-long Butler Leaders program.
› Completed term as a COE Diversity, Equity, and Inclusion Fellow and incredibly grateful for the opportunity.
Chloe Moushey
› Led online counseling programs as they reached enrollments over 200 students and hired 5 full-time faculty to support the student experience and student learning
› Humbled to receive Award for Excellence in Online Teaching
Catherine Pangan MS ’99
› Honored to receive Butler University’s Distinguished Faculty Award for 2025 recognizing excellence in the combined areas of teaching, research, scholarship and creative work, and service/leadership.
› Invited as a reviewer and contributor to Oxford University Press, to trial new publication methods to get education research in the hands of practitioners in more accessible ways.
Tom Parry
› Welcomed the first Kinesiology cohort to Butler in fall 2024, with 40+ students
› Created a human performance lab space for teaching and research related to the major.
Julie Quigley MS ’03
› Collaborated with the counseling department and field placement coordinator, Kat Krebs, to launch our first cohort into the clinical practicum experience.
› Presented on Clinical Supervision at the 2024 ICA Annual Conference.
Katy Somerfield
› Worked to make information across the COE more accessible by digitizing historic paper files, redesigning and revitalizing the COE Organization Canvas site, and streamlining advising resources with new Academic Bulletin management software.
› Collaborated with Amy Arnold and Information Technology colleagues to plan a modernized database system that will improve storage, collection, and retrieval of data specific to COE operations.
Mindy Welch ’79
› Collaborated with students in KIN 369: Supervised Field Experiences for Sport Coaches and International School of Indiana Athletics Director Joel O’Neil, coaches and studentathletes for after school sports teams practices, games, and tournaments.
› Completed my fourth year as an inaugural COE Diversity, Equity, and Inclusion (DEI) Fellow. Alongside caring and compassionate colleagues and friends, we dared to endeavor sometimes difficult conversations and topics. It was a challenging and rewarding experience.
Felicia Williams
› I am humbled to have been nominated and honored as a Faculty All-Star by Dean Kandel and to have been nominated by a student for a Student Impact Award from Robbie LopezShue and Student Success.
› I am looking forward to serving as the Assistant Director of Faculty Excellence for the university and Faculty Director of DEI for the COE.
Is
BUTLER UNIVERSITY COLLEGE of EDUCATION GRADUATE PROGRAMS
TRANSFORMATIONAL LEARNING AT COMPETITIVE COST
MASTER’S DEGREE PROGRAMS
Experiential Program for Preparing School Principals
School Counseling (online)
Mental Health Counseling (online)
Higher Education & Student Affairs (online)
CERTIFICATE PROGRAMS
Alternative Special Education–Mild Intervention Certificate
Applied Educational Neuroscience Certificate
Licensed Mental Health Certificate
ADULT LEARNING PROGRAMS
Teacher-Led, Teacher Education
Early Childhood Education Certificate
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