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2026 | YEAR in REVIEW

CONTENTS ABOUT the COLLEGE 3 Dean’s Message 4 Serving Together, Shaping the Future 5 Farewell | From Butler to Beyond: Dr. Nick Abel’s Next Chapter 5 Welcome | New Faculty and Staff 7 Beyond the Stamp of Approval | A Culture of Continuous Improvement 8 Expanding What It Means to Educate STUDENTS 10 The Impact of the Shirley Luhn Steele MS ’82 Faculty Support Endowed Fund 12 A Classroom Inside a Women’s Prison 13 From Classroom to Career: Kinesiology in Action 14 Preparing Leaders to Support Students at Every Stage 16 The World as Our Classroom: Exploring Costa Rica Through Education, Culture, and Connection 18 Butler to Brooklyn: A Transformative Student Teaching Experience 19 Investing in a Future Educator | The Fenneman Family College of Education Scholarship ALUMNI 20 2026 Homecoming 22 Where Are They Now

2026 YEAR in REVIEW EDITORS

Chasadee Minton MS ’24 Alexis Methner MBA ’25 Kat Krebs EDITORIAL DIRECTOR

Victoria Ochs ART DIRECTOR

Alisha Luckenbill GRAPHIC DESIGNER

Brooke Canada MULTIMEDIA PRODUCER/ PHOTOGRAPHER

Zach Bolinger ADDITIONAL PHOTOGRAPHY CONTRIBUTORS

Chasadee Minton Alexis Methner Prof. Theresa Meyer Dr. Catherine Pangan MS ’99 Prof. Felicia Williams Dr. Danielle Madrazo Dr. Monique Harris Dr. Erin Garriott MS ’01 CONTRIBUTING WRITERS

AWARDS and HONORS 25 Awards and Honors 26 University Alumni Awards 27 Distinguished Alumni Awards

FACULTY and STAFF 28 Blueprint for Learning: IPS James Whitcomb Riley School #43 30 Empowering Student Agency: Fostering Creativity and Critical Thinking through Multimodal Translingual Meaning Making 31 AI in the Classroom 32 Faculty and Staff Highlights

Adrianna Anderson ’29 Dr. Kelli Esteves Dr. Erin Garriott Dr. Monique Harris Dr. Brooke Kandel Kat Krebs Mindy Lai ’25 Dr. Daniell Madrazo Dr. Undraa Maamuujav Sara Marshall ’06 MS ’15 Chasadee Minton Mazy Reader ’28 Katy Somerfield MSIM, MSW Prof. Felicia Williams BUTLER STORIES WRITERS

Kaitlin Dillon Jennifer Gunnels Katie Palmer Wharton ’14

Dean’s Message Dear Friends of the College of Education, As we prepare for a new academic year, there is an incredible sense of momentum across the College of Education and Human Development. We enter this next chapter with new programs, expanding partnerships, and exciting opportunities to deepen our impact. At the center of it all remains what has always made this College special: our people.

Our faculty, staff, students, alumni, and partners share an extraordinary commitment to learning, leadership, and human development. Together, we are building a College that responds to the evolving needs of education and society while preparing our students to help shape what comes next. This year, we look forward to continued growth across our academic programs. Strong momentum in Mental Health Counseling, School Counseling, and Principal Preparation is expanding our reach, while our new Higher Education and Student Affairs and Trauma Responsive Teaching and Leadership master’s programs (pp 14-15) create additional pathways for professionals seeking to make a difference. Our growing work in kinesiology and sport coaching further broadens what education and human development mean at Butler, creating new opportunities for interdisciplinary and experiential learning (p. 13). We are also entering a year that will challenge us to think creatively about the future of learning. Emerging technologies, including artificial intelligence (p. 31), are changing how we teach, learn, work, and connect. Across the College, we will continue exploring these developments with curiosity and purpose while asking important questions about ethics, equity, and human connection. Our goal is not simply to prepare students for a changing world, but to empower them to shape that world thoughtfully and humanely. Our partnerships will remain essential to that work. Collaborations with our Lab Schools, districts and organizations throughout the region, alumni, community leaders, and supporters create experiences that connect learning with practice. Through field placements (p. 18), research, literacy initiatives (p. 28-29), donor-supported scholarships (pp. 10-11; 19), and community-based learning, these relationships allow our students to learn alongside the people and communities they will one day serve and lead. There is much to look forward to in the year ahead. We will welcome new students and colleagues, continue strengthening our programs, deepen our community partnerships, and explore new ways to fulfill our mission as the College of Education and Human Development. As we begin this next year together, I am grateful for everyone who contributes to this community; our students, alumni, faculty, staff, donors, partners, and friends. The momentum we carry forward is possible because of you. I look forward to all that we will learn, build, and accomplish together in the year ahead.

With gratitude,

Dr. Brooke Kandel, Dean Butler University | College of Education and Human Development

ABOUT the COLLEGE

Serving Together, Shaping the Future By Sara Marshall ’06 MS ’15, Dean’s Advisory Board Chair

Serving as Chair of the Dean’s Advisory Board is a constant reminder of what makes the Butler University College of Education and Human Development so special: a deep, shared commitment to preparing leaders who transform communities. This year, our board focused on turning that commitment into action by collaborating with College leadership to provide feedback on strategic planning, ensuring our work directly supports the momentum of Butler’s broader *Boldly Butler* strategic direction. We are especially energized by the College’s recent name change, which reflects its natural evolution as programs expand beyond classroom teaching into kinesiology and broader human development to meet the changing needs of society. The Advisory Board is proud to support this work by offering insight, sharing professional perspectives, and serving as ambassadors for the College in our communities. We value the opportunity to contribute to conversations that help shape the future while celebrating the accomplishments of those who make this College thrive. A highlight of our year was when a subgroup of our board met directly with the Undergraduate Advisory Board. Hearing how these student leaders are actively deepening relationships across south campus was inspiring. From providing snacks to creating targeted resources, they are thoughtfully supporting the unique needs of residential students, commuters, and student teachers—and their families—where they are. Looking ahead, our board is excited to champion these student-led efforts through ongoing collaboration and dedicated support to help bring their ideas to life. To the faculty, staff, alumni, and passionate student leaders listed below: thank you for your dedication. It is an honor to serve alongside you as we build on the College’s strong tradition of excellence and chart an inspiring path forward.

DEAN’S ADVISORY BOARD Dr. Erica Buchannan-Rivera ’07 MS ’10

Sara Marshall ’06 MS ’15, Chair

Dr. Jamyce Curtis Banks MS ’98

Colleen O’Brien

Dr. Samuel “Sam” Juett

Marsha Reynolds ’78

Jeff Kucer

Brittany Turner Purvis

2025-26 DEAN’S UNDERGRADUATE ADVISORY BOARD This board is represented by current students. Prof. Felicia Williams is the faculty advisor.

Nathan Alfultis ’28

Kaleigh Tent ’29

Emily Todor ’26

Nik Gomez ’27

Linus Christian ’29

Dana Frohberg ’27

Ben Plichta ’26

Kelise Henderson ’28

Elgin Phillips ’29

Mae Crowell ’29

Morgan Preston ’26

Mallory Kolath ’27

Laila Black ’29

Claire Chaffee ’26

Taylor Byrd ’27

Farewell

From Butler to Beyond: Dr. Nick Abel’s Next Chapter By Kat Krebs

The College of Education is known for molding the minds of future classroom teachers and creating leaders in the world of education. But that growth and development isn’t isolated to just our students… It’s for our faculty and staff as well. Between mentorship, ongoing education, and sheer volume of reps, it’s unusual to have a College of Ed faculty or staffer that doesn’t grow and flourish surrounded by such excellence in the field. For Dr. Abel, his time with the College became an important chapter in his own professional growth, providing opportunities to learn, lead, and prepare for what came next. That next chapter has taken him to Eastern University in Pennsylvania, where he accepted a role as Dean of the College of Education and Behavioral Sciences. Ask anyone in the College what they know of Nick, and you will hear words like warmth, inviting, passion… and commitment to the bit. (Who can forget his Buddy the Elf Halloween costume? The sound of his voice singing “Buddy the Elf, what’s your favorite color?” ringing through the halls will live in infamy.) But he leaves behind not just a legacy of laughs, but of leadership and community as well. As College of Education Dean Dr. Brooke Kandel says, “Under his leadership, COE graduate programs experienced meaningful and significant growth, helping to expand our reach and better serve educators and counselors across contexts. He has led with clarity, generosity, and an unwavering commitment to humancentered education.”

This place is a home, and it’s a hard place to leave behind.

Acknowledging the sadness his absence will create, Dr. Kandel nevertheless is proud of the growth and development that Dr. Abel was able to achieve, equipping him to reach new heights in the field of education and human development. “It was a difficult choice to apply for the new position, and the reason is the people here,” he admits. “I almost didn’t submit my application because I knew how difficult it was to leave my colleagues and Butler at large. This place is a home, and it’s a hard place to leave behind.” At the end of the day, our goal in the College is to develop leaders. And with a mixture of sadness and joy, we release Dr. Nick Abel into the world to continue that legacy at another institution.

Welcome New Faculty and Staff

Dr. Jennifer Money-Brady ’05 MS ’08 joins us as an Associate Professor in Counselor Education, beginning August 2026. Dr. Money-Brady brings significant experience in online counselor education, school counseling leadership, and experiential learning. Dr. Money-Brady earned an Ed.D. in Counselor Education and Supervision from Argosy University/University of Sarasota. She is a proud two-time alumna of Butler University, having earned her M.S. in School Counseling and her B.A. in Psychology. Her research and professional interests include school counselor leadership, trauma and grief counseling in schools, and the impact of socio-economic status on parental involvement. She has extensive academic experience, recently serving as Interim Director of the School Counseling Program and Clinical Assistant Professor at Seattle University. Previously, she was an Associate Professor and Director of the School Counseling Program at Indiana Wesleyan University. Dr. Money-Brady has developed and taught numerous courses, including Diagnosis and Assessments in Counseling, Ethics in Counseling, Trauma & Grief Counseling, and Professional, Ethical and Legal Topics in Counseling.

ABOUT the COLLEGE

Dr. Scott Deetz ’96 MS ’01 joins us as

a Lecturer in Educational Leadership and the Program Director for the Experiential Program for Preparing School Principals (EPPSP) graduate program beginning in August of 2026. Dr. Deetz brings nearly three decades of experience in public education, ranging from the classroom to the superintendent’s office. Dr. Deetz earned his Ph.D. in Education Administration from Indiana State University. A proud “double Bulldog,” he also holds a Master of Science in Administration and a Bachelor of Science in Elementary Education from Butler University. His professional interests are grounded in servant leadership, collaborative system-building, and the development of innovative leadership preparation models. His leadership highlights include establishing a STEM-focused preschool, launching a behavioral health clinic, and expanding higher education partnerships to increase college credit opportunities for students.

Dr. Kaitlin Niemiec joins us as

an Instructor in Kinesiology. Dr. Niemiec brings experience in athletic training leadership, sports medicine administration, and health sciences education. She will begin her role in August 2026. Dr. Niemiec recently completed an Ed.D. in Leadership from Spalding University. She earned her Master of Liberal Arts from Tulane University and her Bachelor of Science in Athletic Training from the University of Texas at Austin. Her professional and educational excellence has been recognized with the 2024 MSAT Clinical Preceptor Award and the 2025 Faculty Teaching Award from Spalding University. Dr. Niemiec has clinical and academic experience, recently serving as both the Head Athletic Trainer and an Adjunct Professor at Spalding University. She previously held athletic training leadership roles at Campbellsville University and Tulane University, managing comprehensive care, rehabilitation programs, and departmental health policies. Dr. Niemiec has developed and taught courses like Personal Leadership, Health and Technology for the Health Science Program and Leadership and Administration for the Master of Athletic Training Program.

Prof. Mackenzie Wenger joins as

a Lecturer in Kinesiology, beginning August 2026. Prof. Wenger brings experience in higher education and athletics, ranging from the weight room to academic administration, academic advising and teaching. She is currently completing her Ed.D. in Higher Education at Ball State University, where she also earned a Certificate in Higher Education Teaching. She holds a Master of Science in Applied Sport Science and a Bachelor of Science in Exercise Science from Indiana University, Bloomington. Prof. Wenger’s professional interests are student engagement, mental health support for athletes, and the development of collaborative academic programs. Her leadership highlights include overseeing the Strategic Communication-Sports program at Ball State and managing university-wide student success initiatives.

Dr. Krystal Turner joins us as

an Assistant Professor in Counselor Education, beginning August 2026. Dr. Turner brings significant experience in play therapy, multiculturally inclusive counselor education, and clinical supervision. Dr. Turner earned a Ph.D. in Counseling from the University of North Texas, with concentrations in Clinical Mental Health, Counselor Education, and Play Therapy. She also holds an M.A. in Counseling and a B.A. in Psychology & Africana Studies from the University of North Carolina at Charlotte. Her research and professional interests include multiculturally and historically designed play therapy rooms, lived supervision experiences for play therapists of color, and the effectiveness of play therapy for children with learning disabilities. She has extensive academic experience, recently serving as Assistant Clinical Professor and Internship Coordinator at the University of North Texas. Dr. Turner has developed and taught numerous courses, including Introduction to Play Therapy, Counseling Culturally Diverse Clients, Counseling Theories, and Advanced Skills in Counseling.

Dr. Benjamin Skutnik joins us as

an Assistant Professor in Kinesiology, beginning August 2026. Dr. Skutnik earned a Ph.D. in Human Performance with a minor in Physiology from Indiana University in Bloomington, IN. His concentration was on limitations during exercise, pulmonary mechanics, and human performance. He also holds an M.S. in Kinesiology with an emphasis in Exercise Physiology from Kansas State University, and a B.A. in Physical Education from Luther College. His research interests include pulmonary mechanics and respiratory physiology during exercise, environmental exercise physiology and thermal regulation, and exercise testing methodology and protocol development.

Beyond the Stamp of Approval A Culture of Continuous Improvement By Katy Somerfield MSIM, MSW For many institutions, accreditation is the peak of anxiety. A peer-reviewed, external audit can be marked by a frantic scramble of spreadsheets, making sense of policy standards, and a full calendar of committee meetings. But during the 2025-26 academic year, the College of Education and Human Development chose to look at it differently. We turned what could have been a routine bureaucratic exercise into a powerful validation of our mission. We welcomed the opportunity to hold a mirror up to our programs, ensuring our daily practice matches our deep commitment to excellence for our students, partners, and community members. This past year, we embraced continuous improvement not as a periodic task, but as a heartbeat of our culture. The Ultimate Stress Test In a rare alignment of calendars, our college underwent a gauntlet of rigorous evaluations spanning our entire ecosystem from core teacher preparation to mental health counseling, stretching deep into the crucial frameworks of how we teach foundational reading and mathematics. Momentum of Excellence An achievement of this magnitude doesn’t happen by accident. It is the result of tireless efforts from our faculty, staff, and leaders, alongside the vibrant engagement of our current students, alumni, and community partners who breathe life into our mission every day. These successful reviews mean the value of a Butler degree continues to represent the vanguard of educational excellence. When our school and community partners hire one of our graduates, it comes with the promise of a professional who is prepared, resilient, and ready to impact lives on day one. We emerge from this intensive year stronger, validated, and focused on what we do best: preparing the leaders, teachers, and counselors who will shape tomorrow.

ABOUT the COLLEGE

Expanding What It Means to Educate By: Katie Palmer Wharton ’14

A person’s growth is shaped by many people along the way. A educator who sparks curiosity. A counselor who helps navigate a difficult moment. A coach who builds confidence and resilience. A mentor who helps someone discover a sense of purpose. A student affairs professional who creates a sense of belonging during a time of transition. Different roles. Different settings. A shared goal: helping people learn, grow, and reach their potential. At Butler University, preparing professionals for that work has long been the mission of the College of Education. Beginning June 1, that mission will continue under a new name: the College of Education and Human Development. The change reflects a simple truth: education has never been confined to a classroom. For generations, Butler graduates have helped shape lives as educators, principals, school leaders, and educational advocates. Today, they are also serving as counselors, coaches, wellness professionals, student affairs leaders, and community advocates—professionals whose work centers on helping others thrive at every stage of life. The new name recognizes both the College’s history and its future. “Education hasn’t become less important—it has become more expansive,” says Dr. Brooke Kandel, Dean of the College. “At its core, our work is about human potential. We have a deeper understanding today of the factors that influence learning, development, and success. Whether our graduates are teaching in classrooms, counseling individuals and families, supporting college students, or promoting health and wellness, they are helping others learn, grow, and discover what is possible. That’s the opportunity we see reflected in the College of Education and Human Development.” That vision has shaped the College’s evolution in recent years. As schools, communities, and employers face growing challenges related to student success, mental health, workforce development, and well-being, the demand for professionals who understand human growth and development continues to increase. Human development takes many forms. It happens in classrooms, where future educators learn how to inspire curiosity and foster learning. It happens in counseling sessions, where professionals help individuals navigate challenges and build resilience. For years, Butler’s Master of Science in School Counseling program has prepared professionals to support students during some of the most formative years of their lives. Building on that foundation, Butler’s Master of Science in Mental Health Counseling program was developed in response to a growing need for mental health professionals across Indiana, helping prepare counselors who can support individuals and families in communities where access to care remains a challenge. It happens in laboratories and performance spaces. Through Butler’s Kinesiology program, students study the science of human movement, health, and performance while gaining handson experience in the Human Performance Lab, preparing for careers that promote wellness and lifelong well-being. And it happens on college campuses. Beginning this fall, Butler’s new Master of Science in Higher 8

Education hasn’t become less important—it has become more expansive.

Education and Student Affairs program will prepare professionals who help students navigate one of the most transformative periods of their lives, creating environments where they feel supported, connected, and empowered to succeed. Different professions. Different settings. A shared commitment to helping people thrive. Consider a student entering college for the first time. Their success may be influenced by a educator who inspired them years earlier. It may depend on a counselor who helped them overcome a challenge, a coach who taught perseverance, or a student affairs professional who helped them find community and confidence during their first semester. Growth rarely happens in isolation. It is shaped by relationships, experiences, and the people who invest in others along the way.

We want our graduates to be prepared not only to educate, but to mentor, support, advocate for, and empower others. That’s the thread that connects everything we do.

That understanding sits at the heart of human development—and increasingly, at the heart of the College’s work. “The challenges facing communities today require professionals who understand how people learn, develop, and flourish across every stage of life,” Kandel says. “We want our graduates to be prepared not only to educate, but to mentor, support, advocate for, and empower others. That’s the thread that connects everything we do.” That commitment extends beyond the classroom and into the College’s research and community partnerships. Faculty members are exploring questions related to leadership, learning, performance, and well-being in settings that range from local schools to international sport organizations. Whether working with future educators, student affairs professionals, counselors, or coaches, the goal remains the same: understanding how people grow and how individuals and institutions can help them succeed. Students gain hands-on experience in schools, counseling settings, community organizations, wellness environments, and research laboratories. Across disciplines, they are encouraged to connect theory with practice and develop the skills needed to make a meaningful difference in the lives of others.

Provost Jay Howard sees the transition as a natural reflection of Butler’s broader educational philosophy. “One of Butler’s defining strengths is our commitment to educating the whole person,” Howard says. “The College of Education and Human Development reflects that philosophy. It recognizes that learning and development happen throughout life and that our graduates play an important role in helping others navigate that journey.” For Kandel, the future of the College is defined by possibility. “What excites me most is the impact our graduates will have,” Kandel says. “The world needs professionals who can help others learn, adapt, grow, and thrive through change. Whether they are teaching in schools, supporting mental health, promoting wellness, or helping students find their path, our graduates will be shaping lives and strengthening communities. That’s a future worth investing in.” While the name on the College will change on June 1, its mission will not. For generations, Butler has prepared educators who help others discover their potential. The College of Education and Human Development broadens that mission, recognizing that learning, growth, and transformation happen throughout our lives and in places far beyond a classroom. The people who shape our lives may have different titles—educator, counselor, coach, student affairs professional, wellness leader—but they share a common purpose.

Helping people learn. Helping people grow. Helping people thrive. 9

Learn more about Morgan’s:

STUDENTS

The Impact of the Shirley Luhn Steele MS ’82 Faculty Support Endowed Fund By: Mazy Reader ’28 , Adrianna Anderson ’29, and Dr. Erin Garriott MS ’01

Sometimes learning about adaptive technology happens during ED454: Assistive Technology and Accessibility class, and sometimes it happens on your way up an adaptive rock wall, wearing an adapted harness at Morgan’s Camp in San Antonio, TX. This past March, and with the support of the Shirley Luhn Steele Fund, the College of Education sponsored a spring break study trip, where six students and one professor spent four days learning about and experiencing inclusion and accessibility from the visionaries of Morgan’s Camp, a San Antonio-based organization with a mission to model inclusive design through accessible spaces and technologies. The group stayed in accessible dorms and experienced adaptive camp activities at Morgan’s Camp (an ultra-accessible camp), toured and rode rides at Morgan’s Wonderland (an ultra-accessible theme park), and walked through Inspiration Island (an ultra-accessible waterpark). We visited the Multi-Assistance Center (the MAC), which houses therapies, medical offices, translation support, and an inclusive salon all in one building. We finished up our trip with a tour of The Inclusion Institute to learn about the research and consulting being done to create more inclusive spaces worldwide. This experience wouldn’t have been possible without the generous support of the Steele family. Monies from their faculty support fund underwrote the accommodations and programming at Morgan’s Camp, tickets to Morgan’s Wonderland and Inspiration Island, and transportation around San Antonio. To further understand the impact of the study trip to Morgan’s, here are some thoughts from the participants:

Dr. Garriott described the experience as transformational. “I visited Morgan’s a few years ago, and I realized then that I had never been anywhere that was built to be so inclusive of people with Disabilities. It’s amazing to be in a space that is so intentionally created for people to be able to use. I knew I had to bring students there to experience the space, but also to meet the people, like Jessicah and Enzo, who are doing the important work of inclusion! I will return to Butler’s campus with this experience and knowledge, and I am excited to integrate what I have learned into my upcoming classes. I’m so thankful for the academic and logistical support of Dean Brooke Kandel and Dr. Kelli Esteves and the financial support of the Shirley Luhn Steele Fund that got us there!”

Amaya Westerfeld ’29 said her biggest takeaway from visiting Morgan’s was “the intentionality that goes into every little detail to make each location ‘ultra accessible.’ Whether it be something as seemingly simple as the flooring, to something as big as the rides, the amount of intentionality is the same throughout.”

Riley Cleveland ’27 agreed: “The people at Morgan’s explained in detail how every consideration is important and makes the space what it is. I feel like we need to apply this level of detail to our classroom spaces to ensure that those environments are truly accessible for all of our students, not just most of them.”

Mazy Reader ’28 described her experience as powerful. “Morgan’s shows us that inclusion goes beyond physical design; it must be continuously practiced through everyday interactions and practices. Accessibility is a great foundation, but true inclusion requires considering feelings, experience, and interaction. I believe every detail of Morgan’s reflects their commitment to fostering choice and inclusion.”

Phoebe Krause ’29 reflected on the inclusivity of the spaces. “I loved my time on the trip! I was able to learn how Morgan’s is accessible and how they make families comfortable when visiting there!”

Kaleigh Tent ’29 spoke to the importance of addressing small, often overlooked barriers. “To make our world a more inclusive environment doesn’t just involve big changes but also small changes that create a world which is both inclusive and accessible.”

Adrianna Anderson ’29 said the experience was enlightening: “I was very surprised to see how open they are to suggestions and revisions, it really goes to show how willing they are to accommodate every person that walks through their gates! I’ve never felt more welcome in a space than I did at Morgan’s.”

Undergraduate Research Conference Karoline Anthony and Abby Frieder, who participated in the Undergraduate Research Conference, pictured with Drs. Catherine Pangan MS ’99 and Brooke Harris Garad, current Guyer Chair in Education.

Indiana Association of Colleges for Teacher Education (IACTE) Day at the Statehouse

STUDENTS

A Classroom Inside a Women’s Prison

By Dr. Kelli Esteves, Associate Dean and Professor of Special Education and Disability

Volunteering in the GED classroom at the Indiana Women’s Prison (IWP) offered Sarah Kuchler ’27, a junior Elementary Education major, the chance to support learners in a setting she had never experienced before. It also challenged her to rethink what teaching and learning can look like. The article grew out of conversations about Sarah’s experiences in the GED classroom and what prison education can teach future educators about dignity and human complexity. Like many in education, Sarah initially associated teaching and learning primarily with schools. Although she had worked with adult learners through her ED 299 experience at the Immigrant Welcome Center, prison education represented a setting she had not thought much about before. Once inside the education building, though, parts of it felt immediately recognizable. She described warm-up activities, small-group support, side conversations about assignments, frustration over difficult math problems, encouragement from peers. “It felt and looked like school,” she says. “Different, but also the same.” In teacher preparation, students spend considerable time discussing ideas such as differentiation, trauma-informed practice, learner-centered instruction, and culturally responsive teaching. In the GED classroom, Sarah saw those ideas take shape through everyday decisions and interactions. One of the most formative parts of the experience, she said, was observing the work of the classroom teacher, Ms. Rice.

One learner prepared to retake the GED math exam after narrowly missing a passing score. She kept note cards nearby and repeatedly reviewed problem-solving strategies throughout class. A different learner talked openly about wanting to continue her education after release. Someone else focused primarily on developing number sense and foundational literacy skills rather than GED completion.

“It felt and looked like school,” she says. “Different, but also the same.”

“We talk all the time in our education classes about meeting students where they are,” she says. “This experience has let me see what that looks like when it’s really done well.” We discussed how instruction shifted constantly across the classroom as learners worked toward varied goals and brought diverse experiences and educational histories with them. “Ms. Rice is not trying to make everyone do the same thing at the same pace,” she says. “She figures out what each person needs and teaches from there.” Sarah was especially struck by the way the teacher balanced authority with humanity. “She clearly leads the room. But she never talks down to anyone. She lets students guide what they need from her. She respects students while still leading them.” Incarceration can reduce people to offenses and institutional categories. The GED classroom at IWP felt different. Learners 12

were preparing for exams, building reading skills, helping one another, and talking about plans for the future. Sarah described women with very different backgrounds and goals, but what stayed with her most was the way people were treated in the classroom. Their intelligence, struggles, humor, and futures were all recognized as part of who they were.

“It has made me realize that growth doesn’t always look the same for everyone,” Sarah says. “For some people, passing the GED is the goal. For others, progress may look different. But that doesn’t make it less meaningful. They’re just people who want to learn and do better for themselves. Once you’re in the room, that becomes the most obvious thing in the world.” Our conversation often returned to the importance of consistency and emotional safety. In a setting where many people have experienced instability, there is something meaningful about volunteers and educators who show up and treat people with steady respect over time. Reliability itself can become a form of care, especially when paired with humility and a willingness to listen.

For Sarah, the experience has prompted deeper reflection on the intersections among trauma, educational disruption, poverty, family systems, addiction, abuse, and incarceration. “It has helped me think more about how people get where they are,” she said. “Not necessarily in a way that removes accountability, but in a way that helps you understand that people’s lives are often much more complicated than you assume.” Inside the prison classroom, simplified narratives became difficult to maintain. The experience complicated easy assumptions about people’s education and potential. It challenged both of us to recognize that people can hold pain, growth, contradictions, and possibility at the same time. It also encouraged us to think more carefully about what it means to teach people without reducing them to a single chapter of their lives. That lesson may be one of the most important things prison education offers future educators.

From Classroom to Career: Kinesiology in Action By Chasadee Minton MS ’24 At Butler University’s College of Education and Human Development, learning extends far beyond the classroom. For students in the Kinesiology program, hands-on experiences, professional connections, and real-world applications are central to understanding the science of human movement and preparing for meaningful careers in healthcare, athletics, and performance. For juniors Maddie Boarman and Kasey Lang , those opportunities have opened doors to unique and impactful experiences that are already shaping their futures. Maddie Boarman’s internship with Thrive Orthopedics has provided a firsthand look into the fast-paced and highly specialized world of medical device sales. Thrive specializes in carbon-fiber ankle-foot orthoses (AFOs), innovative devices designed to support mobility and improve patient outcomes. During her internship, Maddie worked on the company’s sales team, making initial connections with physicians, orthotists, and prosthetists to introduce them to Thrive’s products and better understand how the company could support clinics and patient care. “This experience has allowed me to get involved in the medical device sales field, which can be a very hard niche to get into,” Maddie says. While medical device sales may seem like an unexpected path for a kinesiology student, Maddie found the role to be a natural extension of her studies. Her understanding of movement, biomechanics, and patient function gave her a valuable perspective when discussing products with healthcare professionals. “Even though this is a medical device sales role, I am still able to apply my knowledge of kinesiology, have an impact on patient outcomes, and provide medical professionals with the newest devices and technology to best help their patients,” she said. Through the internship, Maddie strengthened her interpersonal and communication skills while gaining valuable experience in relationship-building and healthcare sales. Her success has led to an exciting next step: continuing with Thrive as an intern this summer.

The Kinesiology program has allowed me so many unique opportunities, a broad network of healthcare professionals, and valuable knowledge not only for my future career, but for everyday living.

For Kasey Lang, Butler’s Kinesiology program has offered an equally dynamic set of experiences—ones that have expanded her professional network and reinforced the broad reach of the discipline. “The Kinesiology program has allowed me so many unique opportunities,

a broad network of healthcare professionals, and valuable knowledge not only for my future career, but for everyday living,” Kasey says. Kinesiology examines the whole human experience through movement, drawing from areas such as motor control, exercise science, sport psychology, and biomechanics. That breadth has allowed Kasey to explore multiple pathways while discovering where her passions lie. Through the program, she has volunteered with organizations supporting young female athletes, gained internship experience with Butler Athletics, and worked the NIT Final Four at Hinkle Fieldhouse, all experiences that brought classroom concepts to life in real-world settings. These opportunities have helped Kasey develop professionally while also strengthening her confidence as a leader and mentor. Among her most meaningful experiences has been building connections with fellow students and mentees within the kinesiology community. As the program’s first graduate, Kasey sees tremendous promise in what lies ahead. “I am honored to be the first graduate of our Kinesiology program and have no doubt that it will continue to grow and flourish through the dedicated faculty, growing number of students, and the support of Butler University,” she says. Together, Maddie and Kasey’s experiences reflect the strength of Butler’s Kinesiology program: a curriculum anchored in science, enriched by experiential learning, and designed to prepare students for diverse careers in health, sport, and human performance. Whether connecting medical professionals with cutting-edge mobility devices or working alongside athletes and healthcare teams at major sporting events, Butler students are putting their knowledge into motion and making an impact long before graduation.

STUDENTS

Preparing Leaders to Support Students at Every Stage

Learn more about the Online Master of Education in Trauma Responsive Teaching and Leadership:

The Nervous System Can’t Learn When It’s On Fire Master’s in Trauma Responsive Teaching and Leadership (M.Ed.) Educators today have access to more research on learning, brain development, and student well-being than ever before. From social-emotional learning (SEL) to trauma-informed practices and educational neuroscience, these frameworks have expanded our understanding of how students learn and develop. Yet many educators continue to ask the same question: How do I apply this knowledge when I’m working with students every day? To help address that challenge, Butler University’s College of Education and Human Development has launched the Master of Education in Trauma Responsive Teaching and Leadership (TRTL). Building on the success of Butler’s Applied Educational Neuroscience (AEN) certificate program, which has prepared hundreds of educators over the past decade, the TRTL master’s degree combines current neuroscience research with practical strategies that educators and helping professionals can use in classrooms, schools, and community settings. Rather than focusing solely on understanding trauma, the program emphasizes how to create learning environments where students feel safe, connected, and ready to engage. The program was developed in response to conversations with educators, school leaders, counselors, and clinicians who consistently described increasing student needs and a desire for deeper preparation in supporting children and adolescents experiencing chronic stress, trauma, and emotional dysregulation.

What Makes the Program Different? Supporting the professionals who support students. Candidates learn how educator well-being influences learning environments and develop strategies that promote regulation, resilience, and healthy relationships. Practice-based learning. Coursework connects neuroscience and research to real-world application through immediate use in schools, counseling settings, and community organizations. Preparing leaders for today’s challenges. Graduates gain the skills to implement brain-informed practices, shape supportive learning environments, and lead meaningful change in educational and community settings. The Master of Education in Trauma Responsive Teaching and Leadership reflects Butler University’s continued commitment to preparing educators and leaders for the evolving needs of today’s learners. For professionals who want to deepen their understanding of how stress, relationships, and the brain influence learning, the program offers an opportunity to combine research, reflection, and practical application. At its core is a simple but important question: How can we better support every learner by understanding what they are experiencing, and responding in ways that promote growth, connection, and learning? 14

Preparing Professionals Who Transform the Student Experience Master’s in Higher Education and Student Affairs (MS) Higher education is about more than classrooms—it is about creating environments where students can learn, belong, and thrive. Butler University’s Master of Science in Higher Education and Student Affairs (HESA) prepares professionals to lead those efforts across college and university campuses, with a distinctive focus on student wellness and supporting the whole student. Developed in partnership with Butler’s Division of Diversity, Equity, Inclusion, and Student Affairs (DEISA), the fully online, 36-credit program is designed for current and aspiring student affairs professionals who want to make a meaningful impact on the student experience. Students can complete the degree in two to three years through full- or part-time study, with transfer credits accepted.

What Sets HESA Apart? Student wellness at the center. The program recognizes that student success extends beyond academics. Coursework explores how well-being, belonging, identity, and the broader campus environment shape the student experience, preparing professionals to create programs, policies, and practices that help students thrive. Student-centered from day one. Developed in partnership with DEISA, the program is grounded in the real-world challenges and opportunities facing today’s college students. Students learn to consider the whole student while developing inclusive, evidence-based approaches to supporting diverse campus communities. Practice meets purpose. Students complete applied research projects and 150–165 supervised practicum hours, gaining hands-on experience and opportunities to apply what they learn in professional settings.

leadership, technology, and student well-being. Graduates are prepared for roles in admissions, advising, residence life, student engagement, campus support services, and other studentcentered areas. Learn from experienced practitioners. Courses are taught by practitioner-scholar faculty who bring extensive leadership experience from colleges and universities, connecting research and theory with the realities of student affairs work. Whether advancing in a current role or preparing for new leadership opportunities, HESA equips graduates with the knowledge, practical experience, and professional perspective to support students, strengthen campus communities, and help shape what higher education can become when every student is supported and empowered to thrive.

Learn more about the Online Master’s in Higher Education and Student Affairs:

Aligned with the profession. Grounded in professional competencies established by ACPA and NASPA, the curriculum explores college student development, leadership, assessment, higher education law, organizational

STUDENTS

The World as Our Classroom:

Exploring Costa Rica Through Education, Culture, and Connection.

By Prof. Felicia Williams Traveling to Costa Rica offered students in ED 409: My Place in the World: The Intersection of Self, Community, & Culture an opportunity to learn beyond the traditional classroom. Through homestays, school visits, cultural experiences, and exploration of the country, students encountered new communities and ways of living. But some of the most meaningful discoveries came from turning their attention inward. Again and again, students described the experience as an invitation to examine their assumptions, become more comfortable with uncertainty, and reconsider how their own experiences shape the way they see the world. For one student, that reflection began almost immediately upon arriving at her host family’s home and realizing they did not speak English. What initially felt like a barrier became an opportunity to reconsider an assumption she had brought with her. “I quickly changed my perspective and realized I would have to overcome this barrier on my own,” she reflected. “This was uncomfortable for me at times, but I worked through it and was able to communicate even though I knew very little Spanish.” Other differences, from everyday comforts such as hot water and air conditioning to expectations about travel and accommodations, prompted similar moments of reflection. Rather than dismissing those differences, students began asking what their reactions revealed about their own experiences and expectations. One student described learning to “slow down, pay attention, and be intentional before forming opinions.” When something felt unfamiliar, she began asking herself why. “That reaction revealed something about my own cultural lens,” she wrote. “Understanding another culture requires more than noticing differences. It demands a willingness to sit with those differences and consider what they teach me about my own perspective.”

The experience I came home with cannot fit in a suitcase.

Observation was an important part of the course, but in Costa Rica it became more than an academic exercise. Students discovered that careful observation could also be an act of humility. “Observation became a practice of humility—of letting go and making space for others, as well as myself,” one student reflected. That meant listening closely to host families, communicating across language differences, noticing the meaning within everyday routines, and resisting the instinct to immediately interpret an unfamiliar experience through an American cultural lens.

For students preparing for careers in education and counseling, those lessons have implications well beyond study abroad. Listening before interpreting, questioning assumptions, and understanding the cultural and social contexts of another person’s experience are practices they can carry into classrooms, counseling spaces, and communities. A concept that became particularly meaningful during the course was Paulo Freire’s idea that human beings are always “unfinished;” continually learning, changing, and becoming. One student captured that idea in the title of her reflection: *Out of the Bubble: An Unfinished Story of Self within the World.* “I went to Costa Rica unfinished, and I returned unfinished,” she wrote. “Costa Rica becomes a new chapter in a story still being written.” Another future educator connected being unfinished to the growth mindset she hopes to encourage in her own students. “For the entirety of my life, I will be growing and changing,” she reflected. “There is always more to learn, and my perspective is forever able to expand.” Experiencing another culture made that idea tangible. Students recognized that their own experiences represent only a small part of a much larger world, and that becoming effective educators, counselors, and community members requires remaining open to perspectives they have not yet encountered. The students returned from Costa Rica with photographs, memories, and stories. What they brought home, however, was less tangible: greater confidence navigating unfamiliar situations, a deeper appreciation for human connection, and a renewed commitment to listening and learning. As one student wrote, “The experience I came home with cannot fit in a suitcase.” Another described cultural competence not as something a person eventually achieves, but as “an ongoing process that requires humility, reflection, and intentionality.”

Perhaps that is the most enduring lesson of this My Place in the World study abroad experience. The purpose of stepping into another culture was not to become an expert on it, nor to “fix or rescue” the communities students encountered. It was to observe, listen, question, and learn; and to recognize that understanding one’s place in the world requires making room for the experiences of others.

STUDENTS

Butler to Brooklyn:

A Transformative Student Teaching Experience By Mindy Lai ’25 For Butler education students, learning to teach has never been limited to the university classroom. Through immersive field experiences, students have opportunities to put theory into practice in diverse school communities; including hundreds of miles from campus. Butler’s New York City student teaching experience gives future educators the opportunity to complete part of their clinical practice in NYC, working alongside experienced educators and learning from students whose backgrounds, cultures, and experiences may be very different from their own. Living and teaching in one of the world’s most diverse cities challenges students to expand their perspectives, strengthen their practice, and discover what it means to build community in an entirely new environment. For Mindy Lai ’25, student teaching at PS8 in Brooklyn became much more than a professional experience. It changed how she understood her students, her teaching, and herself.

Coming into the “Big Apple,” I was anxious that in a big city with so many people who are always on the go, I wouldn’t have the same support and community that I had at Butler, but I was so far from right. When I was out in New York, I was there with two other student teachers, and the families and staff at PS8 welcomed us into their community with open arms, which made it even harder to part ways. After my time in NYC, I learned how essential Social Emotional Learning (SEL) is in the classroom. During my time at Butler, I learned a lot about SEL in class and would see it during my observations on our field experiences to different schools, but experiencing how SEL can facilitate a classroom myself and learning one-on-one with my Cooperating Teacher and with my own students really allowed me to understand SEL and how I’m going to use it myself in my own classroom. The only challenge was trying to balance both student teaching and going to class that was 700-plus miles away. There was a point that we student teachers in NYC were falling a bit behind on some classwork due to NYC schools starting after 18

Labor Day, but our professors, Dr. Danielle Madrazo, Dr. Catherine Pangan MS ’99, Professor Angela Mager ’92 MS ’01, and Professor Emeritus, Dr. Arthur Hochman were very accommodating and understanding of our needs. My favorite moments were spending time exploring. We took every free opportunity we could get to experience the endless city, trying different restaurants, pop-up events, or shows. I even attended a NYC educator event where I got to meet other educators in NYC, which was such an amazing opportunity to hear from and connect with other teachers. My other favorite moments would consist of my walks to the Brooklyn Heights promenade, where you get the most beautiful view of Manhattan, as well as the Brooklyn Bridge and the Manhattan Bridge. As someone who came from a small Southern Indiana town and the only Asian-American in my school from K-12, this experience changed me not only as an educator, but as a person. I was truly amazed by the amount of diversity that was represented throughout my classroom and the school. In my classroom, alone, we had 12 languages that were spoken: English, Spanish, Chinese, Albanian, Dutch, Turkish, Catalan, Japanese, and more. My time at PS8 was truly life-changing and has helped me develop stronger culturally responsive teaching practices, adapt instruction to meet the needs of English Language Learners (ELLs), and support students with varied learning needs. Unfortunately, I never got to have Dr. Hochman as a professor during his time on campus, but when I announced I was going to New York City to student teach, every person I spoke to immediately got excited that I would get to work with Dr. Hochman. Once I met him, I learned quickly why. With Dr. Hochman there, it already felt validating that there was someone else from Butler out there with us, but he made sure to go out of his way and made sure we students felt comfortable, seen, and heard. He truly gave us his unconditional support, and I could not be more grateful that I got to work with him and have him as my mentor.

Investing in a Future Educator By Chasadee Minton MS ’24

Craig Fenneman ’71

As I reflect on my life, I realize that some of my favorite people are teachers. Their patience and support have helped lead me to my love of learning. We want not only to ensure that for future students but also to help young people develop and enjoy the gifts they have to offer others. I selected Martinsville High School because I have lived and raised my family here. Over the years of my children attending this school, I have met so many great families who could use help to get their children through college. We believe in this community and its people and see this as an investment in their future. And we believe in the Butler College of Education and Human Development and its ability to contribute to that goal. The cost of going to Butler can be daunting to a young person as they anticipate their future income. To accomplish this education without the burden of student loans can be a big step towards a joyful and fulfilling career in the world of education.

Established in 2021 through the generosity of Craig Fenneman ’71, the Fenneman Family College of Education Scholarship supports Butler University students pursuing degrees in elementary or middle/secondary education, with preference given to graduates of Martinsville High School. The first scholarships were awarded in 2024 to two students, including Braxton Dilley ’26, who received the scholarship throughout all four years of his Butler education. Since its inception, the scholarship has provided meaningful financial support to four College of Education students, helping future educators pursue their calling. When Braxton Dilley learned he had been selected as one of the first recipients of the Fenneman Family College of Education Scholarship, he was stunned. “I didn’t even know it was a possibility,” he says. “To know I was one of the first two people selected; it meant a lot.” The scholarship didn’t simply recognize his potential; it made attending Butler University possible. “Without it, I would not be at Butler,” he says. “I’m so grateful to Mr. Fenneman and his family for creating opportunities for students like me who want to become educators.”

For Braxton, the scholarship opened the door to a college experience defined not only by academics, but by relationships. “There’s not a better school in the state to earn an education degree than Butler,” he says. “The people make it great. The professors genuinely care about you.” That support became especially meaningful during one of the biggest decisions of his senior year. After student teaching in his hometown of Martinsville, he was offered a teaching position there. Unsure of what to do, he turned to someone he knew would give honest advice. “I called Dr. Pangan,” he says. “We talked through the pros and cons, and she helped me work through the decision. She gave it to me straight.” Experiences like that, reflect what makes Butler unique. “The professors go above and beyond. They don’t just see you as a student; they see you as a person. They know your background and your story, and they truly care.” This fall, he’ll return to Martinsville as a teacher—a full-circle moment in the community that helped shape him. “My family teaches there, and a lot of my relatives still teach there,” he said. “I’m excited to go back and have the opportunity to inspire the kids in the community where I grew up.” His goal is simple: to become the kind of mentor every student deserves. “I want to make a big impact on kids. Teaching gives you the opportunity to inspire the next generation.” As one of relatively few men entering elementary education, he also recognizes the importance of representation. “A lot of kids don’t have mentors they can look up to or someone they can trust. Male mentors are especially rare in education. Having the opportunity to be that positive role model is something I take very seriously.” As he prepares to begin his career, he knows none of it would have been possible without the generosity of the Fenneman family. “They’ve meant everything to me,” he says. “Their generosity made a path for students like me to attend Butler, earn a great education, and prepare to make a difference in the lives of others.” The Fenneman Family College of Education Scholarship is doing more than helping students earn a degree. It’s preparing future educators who will return to their communities ready to inspire the next generation.

Braxton Dilley ’26

ALUMNI

Where Are They Now? Allie Grim (Porter) ’21 BS in Middle Secondary Education in English Literature; Minors in Spanish and ENL Education Instructor of Communications and Academic Advisor, Purdue University, West Lafayette, IN I finished my masters in May 2025 from IU Bloomington in Literacy, Culture and Language Studies. I just got married to fellow Butler alum, Michael Grim MBA ’21 PharmD ’21 in June 2026. Favorite memory: study abroad with Dean Kandel to the Dominican Republic and LOVED it! I am so grateful for my time at the COE and am always looking to give back to the program! Feel free to connect with me for more info :)

Ashley Charton (Jones) ’17 BS in Education Middle/Secondary Education in English Credentialing & Compliance Specialist III, Aya Healthcare (fully remote), Westfield, IN After four years spent teaching in middle school classrooms, life took us to the Philadelphia area during the Covid shutdowns for my husband’s job and I had to pivot to a fully remote position that I thought would be temporary but I turned out loving! I still utilize many of the same skills I learned in the COE as a member of a credentialing & compliance team and my education background lends itself to mentorships within our division. I loved teaching but this fits my life too!

Jamie Christian ’22 BS in Middle/Secondary Education 7th Grade English Teacher, Isidore Newman School, New Orleans, LA The noise around education can be discouraging. Make no mistake: this job is really tough and the school system is different now and challenging, but there is still so much joy in teaching. Find your right fit, supportive administration and colleagues, and curriculum you love, and you will figure it out!

Jen Mohrbach (Fitzgerald) ’09 BS in Education, Mild Interventions certification Special Education Teacher (Resource Room) at Olive Elementary School, South LaPorte County Special Education Cooperative, New Carlisle, IN I was a general education teacher for eight years. I taught lower elementary grades. I took a break from classroom teaching and switched to ABA therapy for almost two years. I worked at BACA location and got to work under Carl Sundberg (his brother wrote VB MAPP). I transitioned from ABA to Special Education Resource Teacher. I’m in my sixth year of Special Education and feel like I finally found my home in education. I got married in 2014 and have two kids at home. My advice to current students is try everything and learn as much as you can!

Missy Dharma (Bittles) ’09 MS ’14 BS in Early Childhood and Special Education, MS in Effective Teaching and Leadership (METL) Department Chair and Content Specialist, Elkhart Community Schools; Marketing and Communications Director & 8th grade Graphic Design teacher, Coram Deo Academy, Carmel, IN I taught in a special education classroom for seven years before having my son. I chose to stay home with him but continued to keep my toes in classrooms through volunteering and the advisor program through Butler where I would observe and guide seniors through their student teaching year. Now I’m able to combine my passion for teaching and my love for technology and art and teach at the school two of my children attend. I’m so blessed! And will forever bleed blue!

Annie Wagner ’08 BS in Elementary Education Teacher Leader/Instructional Coach, Lakota Local School District, Liberty Township, OH Master of education in literacy, just finished my 18th year in education. I am certified in k-5, Special Ed k-12, and reading k-12, and am married with three kids (ages 12, 10, and 8). My advice is to be flexible and don’t be afraid to try new things. Favorite memories: Szwed’s class on Special Education, Dr.Hochmanall of his classes, block classes at schools, student teaching in Fishers, and so many more! 22

Kimberly Dewar (Van Wyk) ’15 BS Elementary Education, Masters of Arts in Differentiated Instruction ’23 Concordia University, Chicago Math Specialist grades 5-8, Itasca School District 10, Itasca, IL Trust yourself and be willing to try something new. I taught for one year in Washington Township (Indianapolis) grade 4 before working in Berwyn, IL grade 5 for nine years, and this is my first year in the math specialist position in a new school district.

Eric Esterline ’98 Certificate Director of Sports Journalism and Communication, University of Florida, Gainesville, FL You never know where you will end up. I graduated with a telecommunications degree (it was in LAS at the time) and a certificate/teaching license from COE. I substitute taught and worked at a radio station right out of Butler, moved around in sports media jobs for seven to eight years, then came back to Indiana and taught in high schools for another seven to eight. Then Butler hired me in their Academic Technology center and was then pulled over to CCOM to help build their new sports media program. Left Butler in 2015 to take my job at the University of Florida and have been here ever since! What I learned at COE has served me well in my career!

Michael Michelakis ’95 BS in Physical Education Department Chair and Content Specialist, Elkhart Community Schools, Elkhart, IN Helped create the brand new Health and Strength Center at Elkhart High School NHSSCA Program of Excellence award and am a Butler Athletics Hall of Fame inductee.

Lauren Wiley ’26 BS in Elementary Education MSD Washington Township, Clearwater Elementary School, Indianapolis, Indiana I am so excited for your journey in elementary education! You will learn valuable, meaningful lessons during practicums and gain meaningful relationships! Go Dawgs!

Mary Keller ’17 BS in Elementary Education MS/HS STEM Teacher, Horizon Christian School, Indianapolis, IN In my nine years at Horizon Christian School I have taught 3-12 grades and expanded my license to include middle and high school grades for STEM Education. With the new diploma tracks, I have the opportunity to teach an engineering pathway, robotics, and MS STEM and computer science. I started the cheerleading program six years ago. We have grown to have squads for 5-12 grades, all in uniforms.

Cindy Hawkins ’91 BS in Elementary Education Pastry Chef/Owner, Circle City Sweets, Indianapolis, IN I taught full-time in the Baking and Pastry Arts Department at Ivy Tech Community College for nine years, leaving in 2019 to return full time to my businesses. In 2025, I won the World Dessert Championship and competed in April 2026 for the World Food Championship.

Jenny DiVincenzo ’16 BS in Middle/Secondary Education English with ENL Licensure. Minor in Special Education Assistant Principal, Indianapolis Public Schools, Indianapolis, IN Take advantage of all of the unique opportunities that Butler has to offer! Some of my favorite memories include participation as an AOC team builder, Mentor and VP of College Mentors for Kids, Alpha Phi, and Recruitment Counselor.

Kaylyn Stockdell ’16 BS in Education English Academic Advisor for the Aeronautics and Aerospace Department, Purdue University, Lafayette, IN After teaching English for a decade, I decided to move to a different career path. I’ll still be working with students, which is what I have always wanted to do.

Valerie Olmstead Sprunger ’11 BS in Early and Middle Childhood Education Learning and Differentiation Specialist, The Prairie School (independent school), Wind Point, WI I never knew much about independent schools and really happened into working in one when my husband and I were relocating to Wisconsin. I absolutely LOVE working in an independent school where community is everything, you get to make student centered decisions and career paths are flexible. I created the job I’m in now in collaboration with my head of school to fit my needs as a working mom, and things like that simply aren’t possible in most places. Also fun fact that my husband is also a Butler grad. Go Dawgs!

Celina Wilk ’21 BS in Secondary Education John Hersey High School, Arlington Heights, IL

Jacqueline Goodwin ’15 BS Elementary Education, Minor in Mild Intervention Interventions Teacher, Ky We had our son Henry in January 2025!

Emily Kenworthy ’19 BS in Elementary Education 2nd Grade Teacher Old Sturbridge Academy, Sturbridge, MA Located at Old Sturbridge Village, a living history museum in Sturbridge, Massachusetts.

Abby Kindelsperger (Parker) ’05 BS in Secondary Education & BA in English Senior Lecturer and Director of English Education, University of Illinois-Chicago, Chicago, IL Promoted to Director of English Education, beginning 2026-2027 academic year.

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 Year in Review or they may be used on social media.

AWARDS and HONORS

Faculty/Staff Awards

The Richard W. Guyer Professorship in Education, established by D. Michael Hockett ’85 Dr. Brooke Harris Garad 2026 Indiana Council for Exceptional Children (INCEC) Dr. Erin Garriott MS ’01 2025-26 Spotlight on Excellence in Teaching and ScholarshipScholarship Stars for the College of Education and Human Development (awarded by the Office of the Provost) Dr. Undraa Maamuujav Dr. Lori Desautels ’84 2026 Founder’s Week Award Prof. Felicia Williams honored with the DEI Champion Award – Person for her ongoing commitment to equity, inclusion, and uplifting our community.

Emeriti Faculty Dr. Roger William Boop ’62 MS ’65, Dean and Professor Emeritus for the College of Education (COE), who was given the Distinguished Hoosier Award for his significant contributions to his community and the State of Indiana. Dr. Wanda Riesz presented him with the award on behalf of the Governor. Dr. Boop is a beloved member and supporter of the COE community. In 2008, Dr. Boop wrote a comprehensive history of the College from its inception through 2008, and we are grateful to him for capturing our story. His book is: Fulfilling the Charter: The Story of the College of Education at Butler University

Student Awards Fulbright Scholar: Joz Cabrera ’26, Spain to teach English Butler University New Student Employee of the Year: Rosalina Sheldon ’29 2026 Indiana Council for Exceptional Children (INCEC) Outstanding Student of the Year: Claire Chaffee ’28 Indiana Association of Colleges of Teacher Education (IACTE) Outstanding Future Educators: Emma Galvin ’26, Elementary Education Camille Keys ’26, Middle/Secondary Education 25

University Alumni Awards

Watch the full award ceremony:

Butler University Alumni Association Announces 2025 Alumni Awards Recipients By Jennifer Gunnels

The Butler University Alumni Association announced the 2025 recipients of eight alumni awards, which honor individuals for their commitment to the University and to their communities. Award honorees were recognized at a special Alumni Recognition Ceremony on September 26, 2025, during Butler’s annual Homecoming festivities. Two of this year’s recipients were from the College of Education and Human Development: Hilton Ultimus Brown Alumni Achievement Award: Ben “K’uyáang” Young ’14 Young earned his Butler degree in Middle/Secondary Education from the College of Education in 2014. He is an esteemed member of the Haida Nation in Alaska and has consistently demonstrated outstanding dedication and leadership in the field of cultural revitalization, particularly in the areas of language preservation and early education curriculum development. After graduating from Butler, Young established the first and only Haida language immersion preschool in Hydaburg, Alaska. The impact of this initiative echoes through the community, cultivating a deep connection to tradition and a powerful sense of cultural identity among its members. Young was recognized as the 2019 Culture Bearer by the Alaska Federation of Natives. He consulted on and acted in the first and only Haida language film, Edge of the Knife, which premiered at the Toronto Film Festival in 2018. During filming, he facilitated a language immersion bootcamp for actors unfamiliar with the language. Young has made contributions to the Butler University community as well by participating in Butler University’s Task Force for Indigenous Inclusion and Engagement and hosting a screening of Edge of the Knife on campus in 2023. The public was invited to the screening of the Haida-language film, followed by an insightful Q&A session. During the week-long visit to campus, Young authentically shared his journey and experiences, providing students, faculty, and guests with a genuine glimpse into his work and passion. The Hilton Ultimus Brown Alumni Achievement Award honors a recent graduate whose personal and/or professional accomplishment brings honor and distinction to the University, and individual attainment and/or contributions for the betterment of society. Hilton U. Brown gave a lifetime of service to his career and Butler University, including serving on the Board of Trustees for 71 years. He was an award-winning newspaper journalist and Managing Editor at the Indianapolis News for more than seven decades.

Foundation Award: Chris Beaman ’12 and Jeremy Sheetz Chris Beaman, CAE, CFRE graduated from Butler University in 2012 with a bachelor’s degree in Education. He currently serves as Chief of Staff for Sigma Nursing, where he acts as a strategic advisor to the CEO and leads the development and execution of the organization’s strategic plan. In this role, he drives cross-functional alignment, fosters innovation, and ensures initiatives are mission-driven and results-oriented. He also oversees major sponsorships and partnerships to support global nursing initiatives. Previously, Beaman was the Chief Communications & Partnerships Officer at Kappa Delta Pi, the nation’s largest honor society in education. Beyond his professional achievements, Chris is a dedicated leader and volunteer in the association and nonprofit communities. He currently serves on the Board of Directors for IYG, a local LGBTQIA+ youth serving organization, as well as East 10th Children & Youth Center. Additionally, Chris has held leadership roles with the Indiana Society of Association Executives.

Beaman is an exemplary Butler graduate, having served in numerous alumni functions across the University. He previously served on the Young Alumni Board and as an ambassador for Day of Giving, and is currently serving as Chair of the LGBTQ+ Alumni Association. Recently, he connected with fellow LGBTQ+ alumni to create a matching gift for the LGBTQ+ Alumni Association, which resulted in 100% giving from the leadership committee. Chris and his husband, Jeremy, are members of the President’s Club and are passionate about impacting the lives of Butler students. The Foundation Award, created in 2011, honors one person or couple (age 40 and younger) each year who personifies the Butler spirit by demonstrating leadership and generosity to Butler University.

Distinguished Alumni Awards Dr. Rebecca Coffman ’01 MS ’07 Dr. Rebecca Coffman is Superintendent of Zionsville Community Schools, where she champions student-centered leadership, organizational well-being, and strong family and community partnerships. A Butler University alumna with a doctorate from Vanderbilt University, she is dedicated to supporting educators and creating positive experiences for every learner.

Elizabeth Gormley Liffley ’16 Elizabeth Liffley is a special education researcher and former teacher whose work focuses on protecting students with disabilities from maltreatment and improving educator preparedness. She is completing her PhD at Michigan State University and will begin a postdoctoral fellowship at Virginia Commonwealth University studying regression in Down syndrome and its connection to traumatic experiences.

Madison Stewart ’19 Madison Stewart is the School Program Manager at Riley Hospital for Children, where she leads initiatives that connect healthcare and education to support students throughout their medical journeys. A former Special Education Teacher and Teacher of the Year, she is passionate about improving student outcomes through advocacy, family engagement, and inclusive educational practices.

Do you know a distinguished graduate? nominate them for a college of education AND HUMAN DEVELOPMENt distinguished alumni award

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FACULTY and STAFF

Blueprint for Learning; IPS James Whitcomb Riley School #43 By Dr. Monique Harris There have been many challenges over the years that have threatened the IPS James Whitcomb Riley (JWR) School #43 community: a revolving door of school administrators, high teacher turnover, a challenging school climate, high suspension and absenteeism rates, the absence of a school library or librarian, and proficiency on state reading and math assessments in the single digits. Not to mention brandnew reading legislation that led to new curricula requiring implementation support. What may have seemed like a series of unfortunate events revealed themselves to be a major opportunity for Butler College of Education and Human Development, James Whitcomb Riley School #43, and Martin Luther King Jr. Center to evolve into a dynamic professional partnership. The story began in the library at JWR School #43 in 2022. The library space was closed, without the care of a librarian, and unavailable to students. Dr. Danielle Madrazo, Lecturer in the College of Education, through a community connection with Ms. Brenda Vance and her team of School 43 alumni and retired educators, worked together to reopen the library so students would have access to the space and to books. With the arrival of Ms. Crishell Sam as Principal a year later, this grassroots initiative blossomed into supporting JWR #43 through professional learning and Science of Reading implementation, funded by a Lilly Endowment Advancing the Science of Reading grant. Since then, we have supported Principal Crishell Sam and the teachers at JWR #43 by providing on-site training through a collaboration with the University of Florida Literacy Institute (UFLI) on its Foundations phonics program and through the after-school literacy tutoring for students at JWR #43 to help students improve their reading skills. This partnership has also been marked by innovation and opportunity for Butler teacher candidates. In January 2023, College of Education students began completing field experiences at James Whitcomb Riley IPS School #43. Since then, field experiences have expanded to include the Martin Luther King Community Center, where students from ED 308: Foundations of Reading and Language Arts work with students once a week in the after-school program, providing valuable place-based instructional practice with diverse students. This has grown into a collaborative, mutually supportive community where preservice teachers, educators, and youth workers learn and develop alongside one another in service of children and families in the Butler-Tarkington neighborhood. While working with JWR #43, we have had much to celebrate! We celebrated the launch of an Arts Integration program at JWR #43 featuring band, orchestra, dance, theater, and 2D and 3D visual arts; expanded field experiences through a partnership with Brightlane Learning who bring tutoring and support services to students experiencing housing instability; and we proudly supported Principal Crishell Sam as she was honored as IPS Principal of the Year in 2025. Our most significant celebration, however, was a major academic milestone as JWR School #43 posted a 28-point improvement on the 2025 IREAD-3, the largest gain in the district, increasing from 34.1% proficiency 28

in 2023–24 to 62.1% in 2024–25. (Indianapolis Public Schools, 2025). Our work has led to a collective desire to deepen our work together, and in the summer of 2025, we began formalizing the BluePrint for Learning Partnership, which we hope will continue to build on the collaborative spirit and to increase gains in student academic achievement, teacher retention, and overall school improvement. These shared accomplishments reflect the strength of a partnership rooted in learning, innovation, and a commitment to the flourishing of our community. Quote from Ms. Brenda Vance, Community Leader and member of the James Whitcomb Riley Alumni Association: “School #43 stands today because of faith, resilience, alumni dedication, and unwavering community support. For over 100 years, School #43 has been more than a building.

It is legacy. It is community. It is possibility.

Photography credit: Drs. Monique Harris and Danielle Madrazo

Since Principal Crisell Sams and her leadership team arrived at James Whitcomb Riley School #43, the school’s climate and culture have undergone a remarkable transformation. Attendance has improved, students feel genuinely loved and supported, and a positive atmosphere of encouragement is evident throughout the building. The staff consistently inspires children to become the best version of themselves, fostering confidence, academic growth, and a strong sense of belonging. School #43 has become a place where students are excited to learn, thrive, and succeed.” “I have absolutely loved all of our field experiences at #43. I have loved getting to work with the same students every week, building relationships with those students and being able to personally see them grow and adapt over the course of the semester. Working one on one with students has taught me so much about placing an emphasis on student-teacher relationships in the classroom.” - Makayla Somers ’29, Elementary Education “I think my favorite thing about being at #43 was seeing the growth in the student I usually worked with. She has always struggled with reading rhythms and today she was doing it on her own. We would play the music with her and then have her count and she would do it right away. We still had to go through it step by step so that she could learn it but she was able to do it on her own for a while. We counted it off for her and then she was able to play it on her own. She struggles with confidence so it was really cool to see her so proud of herself.” - Megan Flaherty ’28, Music Education “Being in #43 reminds me of why I wanted to be a teacher: to make a difference in kids’ lives and to be a good advocate for them.” - Molly Gerstner ’29, Elementary Education

FACULTY and STAFF

Fostering Creativity and Critical Thinking through Multimodal Translingual Meaning Making

Empowering Student Agency: By Dr. Undraa Maamuujav The evolving landscape of education and literacy, marked by rapid technological advancement, AI innovation, and diverse media platforms, demands that literacy is understood as a dynamic, multimodal, contextually-driven process that integrates multiple semiotic and linguistic resources for meaning-making. This reconceptualization foregrounds how students construct, negotiate, and circulate knowledge across different modes, media, and modalities to communicate in contexts that reflect the complex realities of contemporary digital and global environments.

experiences and perspectives of young adults. Her work is further deepened by her intentional use of translanguaging practice, as she experiments with writing in two languages—English and Polish—that highlight her personal, cultural, and linguistic identities on page. In doing so, Nowowiejska asserts her agency as a multilingual storyteller and takes ownership of both content and form to craft a piece that is deeply personal, culturally resonant, and rhetorically powerful.

Students today need to develop multi-literacy skills and learn Empowering students’ agency involves creating conditions in effective ways of engaging, both in and out of school, in dynamic, which students are encouraged to cultivate creativity and critical adaptive communication practices, often spontaneously and thinking to challenge problematic norms and biases. A compelling simultaneously drawing on a wide range of meaning-making example that exhibits creative and critical thinking is a multimodal resources (e.g., linguistic, graphical, visual, audio, and gestural). interactive work created by Maddie Bisiules ’28 in her first-year This need is met in a college classroom through seminar class. This multimodal work, entitled experiential learning, where students actively Tilly’s Hands Can Talk and Yours Can, Too!, practice critical thinking and creativity through center the story of a young deaf girl who wears real-world, hands-on experiences that mirror a cochlear implant to help her hear sounds. the complexity and spontaneity of modern The book not only tells a meaningful personal communication. narrative but it also serves as a tool for learning An important goal of about the complexities and nuances of identity, Students here at Butler, particularly in the education is to foster ableism, and the lived reality of a young girl. By College of Education and Human Development, accessible, engaging, combining written English text, interactive engage in such hands-on, experiential learning and hands-on American Sign Language (ASL) components, experiences that tap into their creativity, foster images, illustrations, and design elements, learning experiences their critical thinking, and promote the use of a Bisiulues uses multiple semiotic resources that promote creative wide range of semiotic (e.g., visual, graphical, and to challenge misconceptions and promote risk-taking and gestural) and linguistic resources to construct awareness around linguistic diversity and access. meaning and produce personally meaningful

experimentation.

and socially impactful work. In a particular classroom setting, this experiential learning is enacted through multimodal, translingual pedagogical framework grounded in culturally and linguistically responsive practices, universal design for learning, multiliteracies approach, and assets-based pedagogies. The framework centers students’ agency, voice, and ownership and aims to create equitable, inclusive, and engaging learning environments that allow them to take an active role in shaping their self-expression and authorial choices that resonate with their own interests, identities, and communities.

When students are given flexibility in forms, formats, topics, and modes of expression that align with their interests and strengths while being provided with guidance, mentorship, and instructional scaffolding, they are empowered to make intentional choices and explore what style, genre, language, or mode best amplify their message and voice. An example of this work can be seen in a multimodal memoir project created by Olivia Nowowiejska ’28, an undergraduate elementary education major, whose work illustrates intentional authorial choices through the creative remixing of multimodal elements and multilingual meaning making. In her multimodal memoir, Nowowiejska skilfully remixes a variety of modes—juxtaposing black-and-white and color photographs, layering handwritten notes, and weaving together the stylistic elements of prose and poetry. Through this rich tapestry of visual and textual forms and genre-meshing, the student not only tells her own story effectively but also gives voice to the 30

This student’s work exemplifies how creative expression can be deeply intertwined with critical inquiry. The student author here is not simply telling a story but rather inviting the audience to engage with questions of communication, inclusion, identity, and ableism. By including the ASL alphabet and inviting readers to practice how to sign names and common phrases, Bisiules creates an interactive multimodal and multilingual work that serves to educate and raise awareness. It invites readers to reflect on their own assumptions about language and communication while developing a more comprehensive understanding of diverse communicative forms and contexts.

An important goal of education is to foster accessible, engaging, and hands-on learning experiences that promote creative risk-taking and experimentation. In doing so, the contemporary classroom is positioned as a space for the co-construction of knowledge, the exploration of innovative ideas, the experimentation with creative processes, and tinkering with emerging tools and technologies. Note: This article is based on the following peer-reviewed article that introduces an Integrative, Conceptual Model of MultimodalMultimodal Meaning Making as a Pedagogical Framework: Maamuujav, U. (2025). Multimodal Writing in Multilingual Space. Education Sciences, 15(11), 1446. https://doi.org/10.3390/ educsci15111446.

FACULTY and STAFF

Dr. Nick Abel

In ED 673-Research for Counselors, we discussed ethical uses of AI in human services research, and our graduate students came up with ideas such as searching for existing literature, brainstorming topics, reviewing terminology, comparing the utility of different research methods, and editing drafts of writing. Together, we also identified unethical uses such as writing large segments of papers, generating citations and article summaries that aren’t manually located or reviewed, and running statistical calculations that aren’t double checked. They were very surprised that I not only broached the subject but actively encouraged ethical uses of AI in what is traditionally a very challenging class!

Dr. Perihan Aydin

I have been integrating AI into counselor education through tools I developed, including “Diagnostic Practice Partner”, an AI-supported chatbot used in my Psychopathology course to help students across our master’s counseling programs strengthen diagnostic reasoning and understand precision diagnosis as a foundation for intentional, meaningful intervention and treatment planning. Students have generally responded positively to the tool’s supportive, supervision-informed approach, noting that it helps them slow down their thinking, consider differential diagnoses more carefully, and feel more confident applying DSM-5-TR criteria to clinical cases. The tool is not intended to replace instructor feedback or clinical supervision, but rather to provide an additional practice space for guided reflection and diagnostic reasoning. I am also developing a “School Counseling Practice Partner” chatbot to help master’slevel school counseling students practice realistic school-based scenarios before entering school settings, including student counseling conversations, parent consultations, and 504/IEP meetings, while keeping ethical, intentional AI use at the center.

Jenni Burke

As the librarian, I’ve been teaching students in my sessions how to use AI at the right time, for the right purpose. “The right tool for the right job at the right time.” This involves teaching them how it functions and how it is different from other resources and tools they have available.

AI in the Classroom Dr. Erin Garriott MS ’01

AI is nothing new in the world of Special Education and accessibility. Voiceactivated virtual assistants, like Amazon’s Alexa and Google’s Assistant, have long been gamechangers for people with disabilities living more independent lives. Generative tools, like ChatGPT and Gemini, can gather and organize auditory information for academic tasks like notetaking and synthesizing text. We discussed and explored all these things in our Special Education courses. Specifically, in ED454: Assistive Technology and Accessibility, this past semester we used AI to draft alternative text for photos that we included on a poster project. Of course, we looked critically at the alternative text draft and made educated updates so that our posters were as accessible as possible.

Dr. Undraa Maamuujav

AI tools such as ChatGPT can support student learning when used appropriately. When students make decisions on what to outsource and what not to outsource to AI for their writing, it is important for them to see writing as a process that aids their learning rather than writing as a polished product. To ensure ethical and effective use, I ask my students to follow these guidelines: Disclosure: You must clearly disclose any use of AI tools in your assignments. AI is only permitted for specific purposes outlined in the assignment instructions or with prior approval. (Teaching resource: See this sample AI Transparency Log for a template students can use to document how and why they used AI.) Ethical Use: AI should support—not replace—your thinking. You may use it to brainstorm ideas, improve organization, or refine wording, but your final submission must reflect your own understanding and effort. Academic Integrity: Submitting work that relies heavily on AI without proper acknowledgment is considered plagiarism. Violations will be treated as academic misconduct and may result in penalties, including failing the assignment. Learning & Thinking First: This course is designed to strengthen your critical thinking and communication skills. While

AI can play a supporting role, your personal voice and learning should always remain front and center.

Alexis Methner MBA ’25

For me, AI acts as a support system for mental organization. I’ll use AI to help categorize my thoughts and create a roadmap. It’s not something I rely on for content, but it’s a helpful tool to have when I need to zoom out and get organized.

Prof. Chloe Moushey

This year, I’ve integrated AI into three distinct areas of my work: using it to streamline course design, embedding it into student assignments such as having students use AI to generate complex case studies for applied learning, and leveraging it in my leadership role to organize and align materials for CACREP accreditation. We have also used AI to create study materials for comprehensive exams. We have intentionally used AI aligned with Butler AI Faculty Framework and Ethics guidelines to model ethical use and ensure we are upholding academic and ethical integrity. We’ve found AI helpful for efficiency and innovation which ultimately benefits our students.

Dr. Catherine Pangan MS’ 99

Students are using Magic School AI to investigate and types of resources they can use to shortcut the “administrivia” part of teaching to make way for more intentional student engagement—or, make their lesson plan work better. We always compare what is AI-generated to what fits with their emerging philosophies. We are starting to layer resources in Claude as well, combining community partner resources to specific district standards and expectations. We embed different platforms into work that makes sense, so it is a supporter, not a driver.

As a classroom guidance/management idea generator, students will write prompts for anonymous, challenging behavior scenarios matched with their type of management philosophy to generate ideas that they might not have tried or thought of. I’m exploring vibe coding for some research projects where AI can create the scaffolding and I code in the content to make apps and websites - it is still a work in progress but I hope to share this with the students too.

FACULTY and STAFF

Faculty and Staff Highlights Nick Abel › Supported Dr. Lori Desautels and Dr. James Thomas in the launch of new online master’s degrees in TRTL and HESA. › Along with Felicia Williams, Ryan Flessner, and Marsha Reynolds, participated in the successful search for our new EPPSP Director, Dr. Scott Deetz.

Susan Adams › Published an article in TESOL Journal with Dr. Katie Brooks and Dr. Cathy Bhathena (former COE instructor, now back in IPS full time). › Along with my co-authors, Dr. Katie Brooks and Dr. Cathy Bhathena, we were invited to present on the findings and implications of our published TESOL Journal article at the 2026 TESOL Conference in Salt Lake City, Utah in March.

Amy Arnold MS ’21 › Completed second year of mentoring Carlos, our intern from Providence Cristo Rey High School. He continues to teach me a lot. › Chaired the Quality Assurance and Assessment committee with a busy accreditation and state review season.

Dominic Augustin › Had the wonderful opportunity to serve on a search committee to find new tenure track faculty to join the Counselor Education Team. › Had the opportunity to present at the American College Counseling Conference in Myrtle Beach, South Carolina with the Martin Luther King Community Center.

Perihan Aydin › Served on a search committee and had the opportunity to help welcome two new tenure-track colleagues into the Counselor Education program. › Invited to present at the American Mental Health Counselors 32

Association Annual Conference in Oregon in June on Diagnostic Practice Partner, an AI chatbot I developed and integrated into counselor training.

Daniel Berg › Served on the Quality Assurance and Assessment committee to help create exit interviews for the Kinesiology program. › Partnered with the Kinesiology program Director to create curriculum for two classes.

Kelli Esteves › Partnered with Katy Somerfield to lead comprehensive external review efforts, including program reviews, site visits, and reporting for educator preparation programs in elementary literacy, mathematics, special education, and foundational teacher preparation. › Presented research with Dr. Erin Garriott at the TASH National Conference in Denver examining how experiential learning, including study abroad, contributes to educator advocacy for individuals with disabilities.

Ryan Flessner ’97 › Assumed the role of Education Chair for the college. › Worked with Dr. Amanda Hayes ’12 MS ’16 to create two new mathematics content courses for elementary education majors: ED207 (Mathematics for Teaching: Numbers & Operations) and ED208 (Mathematics for Teaching: Algebraic Thinking, Geometry, & Measurement).

Erin Garriott MS ’01 › Led students on a Study Trip to San Antonio, TX, to explore Morgan’s, an organization built to be a leader in inclusion and accessibility. While there, we stayed at an ultraaccessible camp, rode accessible

rides at Morgan’s Wonderland, and even got to reconnect with friends of the COE, Art Furman and Sally Click. › Presented with Dr. Kelli Esteves at the TASH National Conference in Denver, CO. Our topic “Being There Experiences: A Catalyst for Disability Advocacy for Educators” examined the role travel plays in becoming an advocate for people with disabilities.

Brooke Harris Garad › Served as Interim Director of Butler’s Desmond Tutu Peace Lab, working directly with two student interns to research the topics of children’s literature and youth activism. › Regarding service to our profession, continued as a member of the Public Language Awards Committee for the National Council of Teachers of English (NCTE), presenting original research at NCTE’s annual convention in Denver, CO. I also accepted the role of Associate Editor at the journal Equity & Excellence in Education.

Amanda Hayes ’12 MS ’16 › Presented on ways to create engaging algebra classes at the National Council of Teachers of Mathematics 2025 Meeting and Exposition in Atlanta, GA. › Nominated and elected as Secretary for the Hoosier Association of Mathematics Teacher Educators.

Tom Keller › Served on the search committee to hire 3 new counselor education faculty. › Developed the Research Methods course with Dr. Nick Abel.

Suneeta Kercood › Presented on disability related topics at national conferences on Behavior Analysis (ABAI), Public Health (APHA), Psychology (APS & URC),

Sociology (MSS) and the American Red Cross. › Received HAC Research grant. Book chapter published and another paper accepted.

Undraa Maamuujav › Co-authored a book Academic Languaging and Historical Thinking published by University of Michigan Press, co-edited a book Writing Instruction Across the Disciplines by Guilford Press, published two research articles in peer-reviewed international journals Education Sciences and International Journal of Educational Research and an interview with Dr. Susan Adams in INTESOL journal’s Voices from the Field section, and co-authored an invited chapter “Integrating Cognitive Strategies into L2 Writing Pedagogy.” › Presented at the National Council of Teachers of English in Denver, Colorado and Korea TESOL International Conference in Seoul, Korea, and a presentation accepted at the UK Literacy Association International Conference in Glasgow, Scotland.

Danielle Madrazo › Partnered with the University of Florida Literacy Institute to provide professional development for COE students and faculty, MLK Center youth workers, and IPS 43 educators. › Partnered with Brightlane Learning to provide field experiences for preservice teachers with IPS students facing homelessness and housing insecurity.

Angela Mager ’92 MS ’01 › Co-chaired an extensive search with Chloe Moushey to help bring in two new tenure track colleagues into our counseling programs. › Completed the 10-day HERS Leadership Training alongside more than sixty other women in higher education from all over the United States.

Alexis Methner MBA ’25 › Received my Master of Business Administration from Butler’s Lacy School of Business after dedicating two and a half years to school work while working full time. › Served as the emcee of The International Centers 2026 Annual Gathering as a 2025 Morris Global Leadership Series alumna.

Theresa Meyer › Presented with Butler COE Students at Council for Exceptional State Conference and did three Milken Educator podcasts. › Honored to serve as the Indiana New Teacher Educator Institute’s first and second year teachers in special education liaison.

Chasadee Minton MS ’24 › In collaboration with Amy Arnold, nominated our student content creator, Rosalina Sheldon, for the New Student Employee of the Year award, which she received at the Student Leadership Award ceremony at Butler University. Rosalina was recognized for her outstanding work developing student-facing content for the College’s Instagram and TikTok platforms; most notably generating more than 7 million views on her first TikTok post, while balancing the responsibilities of her first year as a student.

Chloe Moushey › Along with Angela Mager, Perihan Aydin, Dominic Augustin, Tom Keller, and Susan Kleinman, ran a successful search for two tenuretrack professors in the counseling program, Drs. Jennifer Money-Brady and Krystal Turner. › Submitted initial self-study to CACREP for accreditation of the CMHC program.

Catherine Pangan MS ’99 › Participated in a Future U Podcast with President Danko, Melissa Beckwith ’00, and Chris Gahl ’00, hosted by Jeff Selingo.

› Chaired two Kinesiology Searches with the Dream Team: Erin Garriott, Tom Parry, and Jeff Williams, to bring in two outstanding colleagues next year, Ben Skutnik and Mackenzie Wenger.

Tom Parry › Had a paper published in a top tier journal “The value of opposed and unopposed practice: An ecological dynamics rationale for skill development”. Which was then featured on the FIFA Training Centre website discussing the application of the paper on coaching methodology. › Hired two new professors for the kinesiology program.

Daniela Pereira › Presented at the Association for Educational Communications & Technology (AECT) International Convention in Las Vegas, Nevada, and at the National Association for Gifted Children (NAGC) Annual Convention in Pittsburgh, Pennsylvania. Additionally, published a book chapter on twiceexceptional education in Brazil with Dr. Ana Paula Beato Canato (Federal University of Parana, Brazil) and Dr. Nielsen Pereira (Purdue University). › Coordinated and served as the instructional designer for the third edition of a 180-hour professional development program in gifted education for Brazilian publicschool teachers, funded by the Brazilian Ministry of Education and offered by the University of Brasília. The program enrolled 500 participants.

Julie Quigley MS ’03 › Invited to Present at ACES Annual Conference as a Teaching Brief Author as a panelist for IBI1 : Learn Best Practices in Teaching from Teaching Practice Briefs Authors Saturday, 11 October 2025 › Invited to be a contributor for a Cognella textbook, Understanding Neurodiversity and Disability: A School Counselor’s Guide to Collaboration and Advocacy. June 2026 is the final draft date. 33

Katy Somerfield › Partnered with Kelli Esteves to lead comprehensive external review efforts, including program reviews, site visits, and reporting for educator preparation programs in elementary literacy, mathematics, special education, and foundational teacher preparation. › Enjoyed working with students and faculty colleagues across Butler to teach two math courses as an adjunct professor this year. In the Fall semester, I was able to teach a section of AR 210: Statistically Speaking which is part of the core curriculum. Then, in the Spring semester, I taught MA 101: Algebra for Founder’s College students.

James Thomas › Published “A History of Veterans and Military-Connected Students in Higher Education: An Assurance of the Satisfactory” in Supporting Military-Connected College Students (Routledge Press), “To Know Our Home Anew: Some Histories of Internationalization” in Rethinking Policy, Innovation, and Global Structures in Higher Education (IGI Publishing), as

well as a book review of Moyen and Thelin’s College Sports: A History for the Organization of Educational Historians, featured here: https://doi. org/10.6084/m9.figshare.31847200 . Further, presented original research on veterans services in history of education, LGBTQIA+ histories in education, and more at conferences such as the Southern History of Education Society, the Organization of Educational Historians, etc. › Revised and expanded recommended curriculum to launch the Master of Science in Higher Education and Student Affairs program for Fall 2026. An independent evaluation of the courses offered found that this program was unique in that it created an “Integrated Critical– Holistic Practitioner Model,” that was unlike other programs as it “is not just preparing administrators or even student affairs generalists,” but rather “is intentionally producing critically conscious, well-beingcentered practitioner–scholars who integrate counseling, identity theory, and structural analysis into everyday practice.”

Mindy Welch ’79 › Collaborated with the International School of Indiana Director of Athletics and sport coaches for immersive after school experiential learning in KIN 369 Supervised Field Experiences for Coaches. › Ongoing curriculum development and evaluation for Sport Pedagogy: KIN 233 Invasion Games, and KIN 234 Net/Wall Games: The Complete Guide to Sport Education: A Curriculum and Instruction Model (D. Siedentop, P. Hastie, H. Van Der Mars, 2019), Levels of Tactical Complexities, Rethinking Games Teaching (R. Thorpe, D. Bunker, L. Almond (1986), MoveWell Booklet, TGfU Circular Model.

Felicia Williams › Honored to serve as the Faculty Director for DEI for the college and the Assistant Director for the Center for Faculty Excellence for the 20252026 academic year. › Honored to have received the 2026 DEI Champion Award: Person category and grateful for Dr. Maamuujav, my colleague, who nominated me.

BUTLER UNIVERSITY COLLEGE of EDUCATION and HUMAN DEVELOPMENT GRADUATE PROGRAMS

TRANSFORMATIONAL LEARNING AT COMPETITIVE COST Is there someone in your life who’s ready to grow, lead, and make a difference through graduate education?

MAYBE IT’S YOU!

MASTER’S DEGREE PROGRAMS Experiential Program for Preparing School Principals School Counseling (online) Mental Health Counseling (online) Higher Education & Student Affairs (online) Trauma Responsive Teaching and Leadership (online)

CERTIFICATE PROGRAMS Applied Educational Neuroscience Certificate Licensed Mental Health (LMHC) Certificate

ADULT LEARNING PROGRAMS Teacher-Led, Teacher Education Early Childhood Education Certificate

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