Butler University
COLLEGE of EDUCATION
Laila McClimon ’24
Unveiling Leadership: Margie Hagene Saksewski ’80
EDITOR Chasadee Minton MS ’24
EDITORIAL
EDITORIAL ASSISTANT
ART DIRECTOR
Alisha Luckenbill
Susan Adamson
Thomas Benoist ’13, MPA, CFRE
Trinidy Charles ’23
Erin Garriott MS ’01
Jennifer Gunnels
Cathy Hartman ’97
Brooke Kandel
Nancy Lyzun
Chasadee Minton MS ’24
Victoria Ochs
Brandie Oliver ’96, MS ’07
Catherine Pangan MS ’99
Tom Parry
Katy Somerfield
Katrina Youngs
As we begin the 2024-25 academic year, I am in awe of the past year of growth and change! We have said our goodbyes (hopefully, just for now!) to beloved faculty who have retired and students who graduated, and we celebrate the new faculty, staff, and students who have joined us this year.
As I think about the ways in which my COE colleagues, our COE students, and our many partners and collaborators have navigated the past year, three phrases come to mind: open hearts, flexible and curious minds, and human-centered approaches. I encourage you to read the stories that follow this message, and I hope you will be informed and inspired by the people and programs that make the COE a place to thrive.
In response to the growing needs of the communities with whom we are connected, the COE is significantly expanding our academic offerings. This fall, we welcome our first students into our new comprehensive Kinesiology program, designed to provide cutting-edge education and training in physical activity and health undergirded by the COE’s human-centered approach to teaching and learning. Our Kinesiology program is led by Dr. Tom Parry, who has managed the transformation of the Kinesiology Lab space (p. 13), and we invite you to take a tour if you come to campus for Homecoming 2024!
Additionally, we launched two online master’s degrees in school counseling and mental health counseling, allowing for greater flexibility for those seeking to advance their expertise in these critical need areas. Preparations for these programs have been long in the making, and I commend the faculty and staff who demonstrated flexibility, curiosity, and a deep sense of commitment to expanding access to counselor education and preparing excellent counselors to serve individuals and communities. If you want to find out more about these or any of our other Master’s and Certificate programs, please visit: butler.edu/education/graduate-programs/
To support these exciting new programs, we are also expanding our faculty and staff (pp. 5-7). We are welcoming new educators and support personnel who bring a wealth of knowledge and experience to our college. We are thrilled with the skills, expertise, and open-hearted dispositions they bring to our College, and appreciate their willingness to share their knowledge in service to our students. This growth in our COE community of faculty and staff is a testament to our dedication to providing exceptional education and support to our students.
The past year provided us many opportunities to open our hearts, engage our curious minds, and focus on how we can learn from and with others. In partnership with the North American Reggio Emilia Alliance (NAREA), COE hosted the Mosaic of Marks, Words, Material exhibition + atelier and conference, with help from generous donors who believe in early childhood education and development (pp. 26-27). We shared the excitement of our faculty and students who participated in an incredible adventure volunteering at the Special Olympics World Games (pp. 14-15), held in Germany in the summer of 2023. And you won’t want to miss the inspiring story of alumna Margie Hagene ’80, who leveraged her early childhood education degree to coach and mentor leaders in diverse corporations and manufacturing industries (pp. 20-21).
I look forward to an exciting year where the COE will continue our legacy of excellence, sustain our commitment to our students and our communities, and work hard to do good work! Let’s go!
We invite you—our valued supporters, friends, and alumni—to stay connected with the COE through our social media, COE events, and visits to our home on Butler’s South Campus. I look forward to our continued collaboration. Please share your thoughts, questions, and ideas with me at bkandel@butler.edu
With gratitude, Dr. Brooke Kandel, Dean Butler University, College of Education
The College of Education envisions a world where educators serve as inclusive collaborators and agents of change toward a just society. We work toward a world in which the histories and strengths of individuals and their communities are valued, respected, and integrated into the education of all.
The mission of the College of Education is to provide accessible, meaningful, and expansive professional preparation that enables educators to create conditions for individuals to reach their full potentials and for schools and communities to thrive.
As faculty and staff members in the College of Education, these Shared Commitments represent our histories as well as our opportunities to learn and grow in our beliefs and practices. We understand we make mistakes and engage imperfectly in this work. By learning from and with one another and with diverse communities, we use our strengths alongside these mistakes and imperfections to stoke our professional curiosities, provide provocations for improvement, and ensure that we avoid complacency in our work and in our world.
Pursue a Just and Equitable Society.
We aspire to embody and enact anti-racist and identity affirming teaching, scholarship, and professional practices. This means providing maximum access and opportunities to notice, name, and interrogate our own practices and those of others. We commit to dismantling systems and policies which have historically been used to marginalize and which persist in denying full educational access to all learners. Simultaneously, we uphold, strengthen, and create systems and policies that promote just and inclusive practices.
Learn from, Contribute to, and Apply Theory and Research.
We work to integrate theory and research to inform, interrogate, and renew our professional practices. We are intentional and transparent in engaging with research to assess what is working within our practices while also challenging who we are and changing our practices to interrupt inequitable systems for all learners. Using the research we create and seek, we confront what is difficult in our individual and collective work to transform ourselves and impact communities.
Embody Inclusive and Responsive Teaching, Learning, and Mentoring.
We demonstrate transparency in the ongoing and intentional development of our professional identities through selfexamination and self-transformation. We are engaged and active contributors to our professional practice through collaboration and solution-focused advocacy. We commit to keeping our teaching practices relevant and engaging for all students across all identities. Our teaching and mentoring must reflect what we hope to see revealed in our students’ professional practices.
*Affirmed by Omni May 7, 2021
2023-24 DEAN’S ADVISORY BOARD
Dr. Erica Buchanan-Rivera ’07, MS ’10 EPPSP
Dr. Jamyce Curtis Banks MS ’98 EPPSP
Jeff Kucer
Sara Marshall ’06 MS ’15 METL
John McShane, Jr. MS ’18 METL
Colleen O’Brien
Randall Ojeda MS ’18 School Counseling
Marsha Reynolds ’78
Cathy Springer-Brown ’76
Brittany Turner Purvis, MSW, LCSW
Dr. Nicole Cardassilaris joined the Butler University faculty in the role of full-time instructor in August 2024. She will teach COE courses in foundations, arts integration, and middle/secondary education.
Dr. Cardassilaris earned her Ph.D. in English from Ball State University in Muncie, Indiana. She earned her M.A. in Art History with a graduate certificate in Museum Studies from the University of Cincinnati and her B.A. in Education with licenses in Visual Arts Teaching (K-12) and English Education (5-12). Her scholarly interests include the intersection of writing/text and image, rhetoric and oratory of Ancient Greece and Rome, interdisciplinary studies, learning as a social act, history of art, visual instruction, and object-based learning.
Dr. Cardassilaris has served in a variety of teaching roles in schools and universities. She was an English Language Arts Teacher at Northside Middle School in Muncie Community Schools and served as Director of its student-centered, student-led writing center. She has also held the role of Instructor at Ball State University in the School of Art and in the Writing Proficiency Program. She began her teaching career as a grades 7-12 art teacher.
Dr. Monique Harris joined the Butler University faculty in August of 2024. Dr. Harris spent twenty years as a teacher in San Francisco Unified School District, Boston Public Schools, and Cambridge Public Schools, teaching students from grades one through high school. Dr. Harris earned a master’s degree in Language and Literacy from Simmons College and a Graduate Certificate in Dyslexia from the University of Florida. She holds professional licenses and credentials for Educational Specialist-Mild/Moderate Disabilities, Reading Specialist, English as a Second Language, and Sheltered English.
In 2020, Dr. Harris joined the School of Teacher Education and the Florida Center for Reading Research at Florida State University as a doctoral fellow. In her work as a Fellow of the Center, she spends considerable time working with schools and community organizations. Her Ph.D. is in Curriculum and Instruction-Reading and Language Arts from Florida State University. Her current research focuses on improving evidence-based reading instruction and interventions for Black students in grades four to eight, ecological and developmental factors that impact reading achievement among Black adolescents, and implementation science as a pathway towards equitable reading education.
Jaqueline (Jacque) Mickel joined the College of Education in August 2024. She comes to us from the Office of Financial Aid, where she served in a variety of roles for the past eighteen years. Jacque’s role is the Graduate Studies Coordinator. In this role, she will provide support for the COE’s eight graduate programs. Jacque earned her Bachelor of Science degree from Ball State University.
Dr. Tom Parry joined the College of Education as an Assistant Professor in January 2024. Dr. Parry will teach in and lead the Kinesiology major.
Dr. Parry brings experience as a faculty member, department chair, program director, and coach educator. He earned a B.S. from Nottingham Trent University, an M.S. in Motor Control and Learning & Ergonomics from Indiana University, and a Ph.D. in Human Performance from Indiana University. A committed scholar educator, Dr. Parry has engaged in numerous professional development opportunities including the Digital Gardener Faculty Fellowship focused on digital learning, the Mosaic Senior Faculty Fellowship focused on active learning in the classroom, and the Intercultural Competence Certificate through IU Global.
Dr. Parry has interest in the Scholarship of Teaching and Learning and has conducted research focused on the factors influencing faculty burnout and how to reduce it, how active learning courses enhance student success, and a paper currently under review on rubric design. He
serves his profession in a variety of capacities, including as a member of the CAEP Board of Reviewers, Editorial Board Member for the United Soccer Coaches Association Soccer Journal, and Lead Program Reviewer for the National Association for Sport Physical Education (NASPE).
Dr. Julie Quigley MS ’03 joined the Butler University faculty in May of 2024 in the role of instructor and will teach courses in the online counseling programs. Dr. Quigley is a Licensed School Counselor, Licensed Mental Health Counselor, National Certified Counselor, and Approved Clinical Supervisor. She has served in a variety of counseling roles since 2003 when she received her M.S. in School Counseling from Butler University. She has experience in private practice, K-12, and higher education including faculty roles at Bradley University and Xavier University. Our COE students have had the privilege of learning from her as she has taught courses as an adjunct in our graduate counseling programs since 2016. Additionally, Dr. Quigley will advise graduate students, develop field-based experiences for our online counseling students, and support our CACREP accreditation.
Katy Somerfield, MSW, MSIM joined the College of Education as our Data Management and Accreditation Administrator in January 2024. Katy comes from Dominican University where she has been their Director of Data and Innovation, and has data management experience in high school settings as well. She is a data storyteller and holistic support advocate who believes in using information to improve outcomes for students. She brings a unique set of skills, having a Master of Information Management and a Master of Social Work degrees, that gives her an empathetic perspective to the analysis and communication of data.
Dr. Melissa Sherman joined the College of Education as a Lecturer focused on Kinesiology. Dr. Sherman earned her Ph.D. in Health & Rehabilitation Sciences from the IU School of Health and Human Sciences. Her professional background includes experience as a Clinical Exercise Physiologist with the Indiana University Simon Comprehensive Cancer Center, Department of Pediatric Hematology and Oncology at Indiana University School of Medicine and Regenstrief Institute.
Through her work focused on health and function through exercise and physical activity, particularly those affected by cancer, Dr. Sherman has collaborated with other physiologists, physicians, physical therapists, occupational therapists, psychologists, and health care and educational professionals. She earned a Master of Public Health in Epidemiology from Indiana University-Purdue University, Indianapolis and a Bachelor of Science in Exercise Science and Psychology from the University of Indianapolis.
Dr. Karlin Tichenor joined our faculty in August of 2024 as an Instructor in the online M.S. in School Counseling and M.S. in Mental Health Counseling programs.
Dr. Tichenor earned his Ph.D. in Human Development and Family Studies from Michigan State University, and he holds a license in Marriage and Family Therapy. Dr. Tichenor works extensively with schools and community organizations in the areas of mental health integration, wellness, and conditions for learning.
Dr. Tichenor started his career as an educator in Lansing, Michigan where he served in a variety of roles including Student Services Specialist, Program Director for the Behavior Intervention Monitor Program, and Associate Superintendent in the Office of School Culture in Lansing School District. Other professional roles have included Founder of Family Links, LLC; Director of Social Emotional Health at Indiana Youth Institute; and Marriage and Family Therapist. Dr. Tichenor has experience teaching in counselor education programs, including as a former and current adjunct instructor in the COE. He is also an active scholar, publishing and presenting on the topics of identity and racism in marriage and family therapy, trauma-informed systems, and capacity building in mentoring organizations.
Dr. Undarmaa (Undraa) Maamuujav joins the Butler University faculty in the role of Lecturer. Dr. Maamuujav will begin in August of 2024, teaching courses in FYS and the COE. Dr. Maamuujav earned her Ph.D. in Education with a specialization in Teaching, Learning, and Educational Improvement from the University of California, Irvine. She currently works as a research scientist in the School of Education at University of California, Irvine, working for the Pathway to Academic Success Project funded by the U.S. Department of Education’s Education Innovation and Research grant. She is also on the leadership team of The National WRITE Center funded by the Institute of Education Sciences. Last year, she was named a Fellow of the National Council of Teachers of English in the area of Open Educational Resources.
Dr. Maamuujav has served in a variety of faculty roles in schools, universities, and community colleges in the United States and in her home country of Mongolia. She teaches in the areas of language, ESL, literacy, and writing, including critical reading and rhetoric and freshman composition. She is an active scholar, having published recently in the journals Written Communication, TESOL Journal, and Writing and Pedagogy.
Dr. Debbie Corpus’ 74 retired in May 2024. Following a career as a K-12 teacher and administrator, Dr. Corpus joined the College of Education in 1997. She taught primarily literacy-related classes, including courses in Elementary Education, Middle/Secondary Education, Master’s in Effective Teaching and Leadership, and the Dyslexia concentration. She expertly taught First Year Seminar over the years and advised many undergraduate and graduate research projects. Dr. Corpus has shown incredible willingness to learn and assume new roles and responsibilities—most recently as CAEP Standard 4 chair, Program Review Lead, Associate Dean, and LEI grant writer. Debbie fully leveraged her gifts and passions in service to the community as a volunteer reading tutor, IRIS Program Reader, and tour guide for the Indiana Historical Society to name a few. Dr. Corpus looks forward to spending lots of time with her grandbaby in retirement!
Dr. Lisa Farley retired in December of 2023. Dr. Farley served as lecturer in the COE from 1991 to 2002 and then she returned as Assistant Professor in 2009. She earned the rank of Associate Professor in 2018. She taught a wide variety of classes at Butler including courses in the University Core, Youth & Community Development, Sport Coaching minor, College of Pharmacy and Health Sciences (COPHS), and Human Movement and Health Science Education. This past summer she took Butler students on a life changing study abroad trip to the Special Olympics World Games in Germany. Dr. Farley was an excellent mentor to undergraduate and graduate students, including inviting students into research and publication opportunities. A community engaged educator-scholar, Lisa has had a presence and impact in schools and organizations across Central Indiana over the course of her career. Finally, Lisa is known as an encouraging, positive, and flexible colleague—always willing to pitch in and help. Dr. Farley is now the president of the Indy Pickleball Club, a sport that she passionately introduced to the Butler community and Indianapolis. If you’re interested in learning more about pickleball or how to become involved in the Indy Pickleball Club, please visit their website: indypickleballclub.com
Dr. Meredith McAllister (Beilfuss) retired in May 2024 after 17 years of service to Butler University. Dr. McAllister taught classes in the middle/secondary major, the COE core, and the University Core Curriculum, including Natural World and Physical Well-Being courses, and World Geography, and FYS. Her service contributions at the College level included COE Program Coordinator, Curriculum Committee, Faculty Senator, advisor for the Student Education Association (SEA), and most recently co-chair of the Professional Standards Committee. Dr. McAllister has made important service and scholarly contributions during her time at Butler that included service on the University Curriculum Committee, collaborations with the National Science Teachers Association, Program Chair for the Association of Science Teacher Education, and most recently in the development of international learning opportunities with the National Council of Geography Education (NCGE). She is spending her retirement traveling and visiting national parks and geographically significant places, continuing her love of the natural sciences.
Butler University has received a grant of $748,616 from Lilly Endowment Inc. through its initiative, Advancing the Science of Reading in Indiana. The grant will support Science of Reading (SoR)-aligned curricular and professional development opportunities for Butler College of Education (COE) students and faculty, as well as staff and educators at James Whitcomb Riley IPS School #43 (JWR) and the Martin Luther King Community Center (MLK Center). Through an innovative and collaborative community approach to literacy, the grant will help to prepare current and future educators in culturally inclusive strategies and SoR-aligned methods for reading instruction.
Butler University is one of 28 Indiana colleges and universities that received grants from Lilly Endowment to support efforts that integrate Science of Reading-aligned principles into teacher preparation programs.
“We appreciate the tremendous support provided by Lilly Endowment to help Butler University enhance its preparation of educators who will work with young readers across Indiana,” Brooke Kandel, Dean of Butler’s College of Education, said.
The grant will provide significant professional development funding for COE faculty and support for curriculum development needs, such as the purchase of SoR-aligned instructional and assessment materials. The grant will also enable Butler faculty and students to support young readers
in the Butler-Tarkington community through robust field experience partnerships with JWR and the MLK Center.
In particular, Butler will hire a master practitioner and family engagement specialist to work with Butler students and faculty in collaboration with the MLK Center’s staff and JWR educators. The master practitioner model has been implemented successfully by the COE at other sites and will equip community partners to support SoR-aligned approaches to reading with children and families in the community.
“It is imperative that more of Indiana’s elementary students learn to read proficiently, and it is essential that current teachers and the next generation of teachers are prepared to use proven principles to teach reading in their classrooms,” Ted Maple, Lilly Endowment’s Vice President for Education, said. “We are pleased therefore to help Indiana colleges and universities strengthen the use of these research-based principles to teach reading in their teacher preparation programs.”
Lilly Endowment launched the Advancing the Science of Reading in Indiana initiative in 2022. It complements a statewide effort undertaken in 2022 by the Indiana Department of Education (IDOE) to improve reading achievement in K-12 schools by helping current teachers implement Science of Reading-aligned principles in their classrooms. In 2022, the Endowment made a $60 million grant to the IDOE to support that work with school districts and teachers across Indiana.
“On behalf of Butler University, I am grateful to Lilly Endowment for its investment in improving literacy in Indiana through this grant to support current and future educators in our College of Education,” Butler President James Danko said. “With the help of our community partners, this grant will have an immediate impact on reading instruction for children in Butler-Tarkington and a longterm impact on the many students who will benefit from the reading instruction provided by our COE graduates in the years to come.”
For more information on these programs, please visit: https://www.butler.edu/education/graduate-programs/
The College of Education is excited to introduce our new Lead Development Officer for COE, Thomas Benoist ’13, MPA, CFRE. Thomas brings a wealth of experience from his previous role at United Way of Central Indiana, where he dedicated 3.5 years to cultivating major gifts for the organization. Thomas officially joined us in March 2023, but his connection to Butler University runs deep, having graduated from Jordan College of the Arts in 2013. This made the 10th anniversary of his graduation even more significant.
In his role, Thomas works with Dr. Brooke Kandel and other COE leaders to further the mission of COE, raise awareness of funding priorities and opportunities, and champion the work the faculty and staff do every day for the College. Thomas feels empowered by the College of Education’s mission and vision of creating a just and equitable classroom for all learners because he knows how powerful an education can be for someone. He says, “My parents instilled in my siblings and me a profound importance of education and that it can truly change a person’s life.”
In addition to his bachelor’s degree from Butler University, Thomas holds a Master of Public Affairs with a concentration in Nonprofit Management from Indiana University. Thomas became a Certified Fund Raising Executive (CFRE) in 2023. Other work experiences include The Cabaret and Boys & Girls Clubs of Indianapolis.
If you would like to support the College of Education, please feel free to contact Thomas tbenoist@butler.edu.
We are thrilled to have Thomas on our team. He’s done an amazing job for the COE and we look forward to more engagement with our supporters in the future. To Give
$25,550
Total dollars raised to allocations supporting COE
$6,016 $3,645 $1,619 $10,000 $4,270
COE Annual Scholarship Fund
COE Dean’s Opportunity Fund
COE Diversity, Equity, and Inclusion Fund
Hochman-Ligon Scholarship
Number of Gifts Challenge for the Colleges
By Jennifer Gunnels
Shareholders from the Butler Giving Circle recently voted to award the group’s annual community grant to Future Black Leaders (FBL), a student affinity group out of Fishers High School, to support its 7th Annual Black Student Leadership Summit on Butler’s campus in 2025. The $15,000 grant will provide funding for 400 Black student leaders from predominantly white middle and high schools in Central Indiana to attend the Summit, the largest attendance in the Summit’s history.
“To me, receiving this grant from the Butler Giving Circle means that we’ll have the sure means to provide an even higher quality experience to the attendees of our Black Leadership Summit next year,” Jayden Rucker, a Fishers High School FBL student leader, said. “I think that this opportunity for students all around Central Indiana is incredibly impactful and invigorating for these kids and, with these funds, we will be able to continue to evolve and improve our event in ways we haven’t been able to previously.”
The mission of Future Black Leaders of Fishers High School is to radiate excellence, promote racial equity, and empower Black leadership. FBL was established in 2016, and the group began hosting its Black Student Leadership Summit on Butler’s campus in 2023 through collaboration with Butler’s College of Education (COE).
The student-led Summit brings middle and high school students from surrounding communities and their teachers together with Butler students, FBL alumni from other universities, and Butler faculty and staff to connect and learn from one another. Through the summit, FBL has been able
to encourage growth in the number of Black student groups in predominantly white schools along with the number of students participating in those clubs. Recognizing that students’ sense of belonging is a determining factor in their connection and success at school, particularly for students of color in predominantly white institutions, the student leaders of FBL aim to leverage the Summit to foster a sense of belonging for Black students.
The Summit includes breakout sessions led by Butler faculty and staff to help students explore leadership concepts and to advise them about college including topics such as applications, scholarships, and student life. FBL leaders say hosting the Summit on Butler’s campus allows attending students an opportunity to envision themselves belonging in college as students and as leaders.
“Receiving the Butler Giving Circle Grant means that 400 students get to experience empowerment and educational opportunities at the 2025 Black Student Leadership Summit,” Fishers FBL student leader Brooklynn Ferrell, said. “With this money we can hire more speakers and provide more educational opportunities and more ways to network together in order to become amazing leaders in our lives.”
Representatives from Butler’s COE, Division of Diversity, Equity, and Inclusion, Office of Strategic Engagement, and the Efroymson Diversity Center are members of the team who listen, support, and mentor the FBL student leaders in planning the Summit.
“Students are the creators, designers, and facilitators of the Black Student Leadership Summit. Because the event is developed by students with the support of adults from Fishers and Butler, the structure empowers the high school
planning committee and attendees to voice their needs while developing as leaders, community members, and possibly college-bound individuals,” Cathy Hartman, Senior Lecturer in COE and member of the student support team, said.
The FBL proposal was chosen from three finalists at the BGC’s annual shareholder meeting on June 20. Each of the remaining finalists received seed money from the BGC’s annual pool of funds to assist with funding their proposals:
• College of Communication, Tanorria’s Table, Shalom Health Care, Greenwood Indiana Pride; Five Fountains Services for Community Partners
• College of Liberal Arts and Sciences, Arsenal Technical High School; BUPACT High School Summer Camp
“The Butler Giving Circle is all about coming together as a Butler alumni community to give back and serve our Indianapolis community,” Loren Snyder ’08, Chair of the BGC Executive Committee, said. “What a special opportunity for Butler’s campus to serve as host for more
than 400 of the best and brightest young Black leaders from across Central Indiana high schools! We are proud to support their mission in addition to the other finalists from our annual shareholder meeting. All deserving causes are doing great work for our Indianapolis community.”
The Butler Giving Circle was established in 2019 and is designed to connect alumni to their philanthropic areas of passion, focused on two mission-critical elements of the University’s vision for the future: community partnerships and student access and success.
With an annual gift of $500, Butler alumni can become shareholders in the Butler Giving Circle. After shareholder funds are pooled, 40 percent of the funds are directed to the Butler Fund for Student Scholarship, 40 percent are granted to an Indianapolis community partner(s) with an existing affiliation to Butler, and 20 percent are directed to the Fund to Support Student Mental Health, the Giving Circle’s current priority partner. New shareholders can join the Butler Giving Circle at any time by making a gift at butler.edu/givingcircle
By: Katy Somerfield• Data Accreditation Administrator
The College of Education increased its total enrollment during the 2023-2024 academic year, reaching a milestone of more than 600 students pursuing futures as educators, community advocates, and agents of change. At a time when many colleges across the country face a looming “enrollment cliff” with stagnant or decreasing numbers of students, it is exciting that COE enrollment is trending upward.
This growth in student population size can primarily be attributed to the online master’s programs in counseling that launched this past year. The College of Education is also building new pathways to draw in more students in the future. With an even larger incoming online counseling cohort, as well as the addition of a new undergraduate Kinesiology program, enrollment is anticipated to continue this growth trend in the upcoming year.
By Nancy Lyzun
Something out of this world made a visit to the College of Education’s Science and Social Studies Methods class this spring.
Butler students in the Elementary and Middle Secondary programs, as well as fourth, fifth, and sixth graders invited from two local elementary schools, had a rare experience engaging with moon rocks and meteorite samples from the National Aeronautics and Space Administration (NASA).
Since the early 1970s, NASA has run a program for educators through the “Astromaterials Research & Exploration Science” arm in Houston that provides sample disks and classroom activities to teachers. However, the teachers must undergo training and certification.
Growing up, COE Professor Dr. Catherine Pangan watched as her mother, Dr. Barbara Hagerman, a former 7th-grade science teacher, received her training in the 1980s by NASA and was then allowed to handle lunar and meteorite samples.
“I saw how inspired her students were to be able to have the lunar samples in their classrooms,” Pangan says. “And in 2017, almost 40 years later, I received the training and certification to bring that excitement to Butler students and classrooms around Indianapolis.”
During the experience, the visiting students learned about the samples and participated in hands-on activities like lunar surface modeling and robot end-effectors as they learned about Apollo 11. The lunar samples were from the Apollo missions and the meteorite samples were taken from Antarctica, Africa, and the US and included fragments from Mars.
Of course, there is always a significant safety protocol for having the samples in an educational setting. Pangan enlisted and is grateful for the help of both Butler’s Public Safety team and the Indianapolis Metropolitan Police Department to ensure all safety protocols were strictly followed during the classes and while the samples were being stored outside of the classes.
The classes with the younger students provided a great opportunity for discussions around the history and the technology involved in the first moon landing, and Pangan adds the timing was perfect. “It was thrilling to be able to bring the samples around the time of the eclipse this year.”
By Dr. Tom Parry
The fall 2024 will see the brandnew Kinesiology major welcome its first cohort of students. It is no understatement that everyone in the College of Education and across campus is excited for this major and what it can offer students and the surrounding Indianapolis community.
Kinesiology can be simply described as the scientific study of human movement. Although this description is quite broad, it demonstrates how students can take the knowledge gained and apply it to several practitioner-based careers. Core areas of Kinesiology include biomechanics, exercise physiology, skill acquisition, and sport & exercise psychology. These areas provide the foundation of knowledge required to be successful in careers such as physical therapy, occupational therapy, athletic training, strength & conditioning, sport coaching and fitness.
Students can choose from two concentrations: PreProfessional and Applied Human Performance. The PreProfessional concentration helps prepare students to meet the requirements for graduate programs in athletic training, physical therapy, occupational therapy, and other healthrelated fields. The Applied Human Performance concentration prepares students to enter the workforce in clinical exercise physiology, cardiac rehabilitation, strength & conditioning, sport coaching or health & fitness. With only two additional courses, students can add the Sport Coaching minor, providing students with the knowledge and confidence to stay connected to the sports they love and give back to their local communities through youth sports.
A major component of the Kinesiology program is handson, active learning, with our goal to provide both on and off campus opportunities for students. With this in mind, we have developed a Human Performance Lab filled with clinical and performance grade equipment. Our focus is to ensure that all students have access to this equipment and receive plenty of time to actively interact with it. We will leverage our strong relationship with Butler athletics to provide students experience in the sport medicine and strength & conditioning departments. We will also offer sport science support for these
departments and individual teams to help with testing for injury prevention, rehabilitation, and performance. Students will be actively involved in these endeavors providing excellent hands-on opportunities. The program of study will include a culminating internship experience, where students can apply their knowledge gained throughout the program in a practical, real-world setting. We have existing relationships for these experiences, but are also developing relationships with premium community partners, including Indianapolis professional sports teams and high-quality healthcare facilities. We intend to take advantage of what the Indianapolis community has to offer our students as they progress through the program and toward their future careers.
The Kinesiology program is new and different from other College of Education programs, but we are wholly aligned with the human-centered philosophy of the College and the importance of taking into consideration the student as a whole person. The program is also aligned with the University priorities outlined in the strategic plan, emphasizing a curriculum that meets the needs of all students, future employers, and society at large. The program aims to deliver a combination of soft and hard skills that enable our graduates to feel confident in their ability to succeed in graduate school and in the workforce.
We are extremely excited about this program and the opportunities available to students both on campus and in the Indianapolis community. We hope to make a positive impact to the University and the wider Indianapolis community, and would be happy to discuss the program, tour our human performance lab, or discuss community partnerships that could benefit our students.
By Dr. Erin Garriott MS ’01
The idea of taking students to the Special Olympics World Games in Berlin, Germany was born out of a late-night study session during graduate school. A relearning of “Experiential Learning” during a lit review connected two big ideas for me—the impact of learning outside of a traditional classroom and the advocacy that is an imperative component of supporting people with Disabilities.
A call to action, as part of my Dissertation-in-Practice, gave me the push I needed to create a multicultural experience for students to learn about Disability in a different way: a Study Abroad Trip to Berlin, Germany in June 2023 to volunteer at the Special Olympics World Games. While there, we would learn about German culture, their historical and current view of Disability, and experience the Special Olympics World Games, all while thinking about our own role in Disability advocacy. Our focus and the title of our course became “The Intersection of Disability and Sport.”
Dr. Lisa Farley agreed to co-teach this experience with me, as the resident expert in sport and fitness, and me taking the lead on Disability. With the help of our friends at Special Olympics Indiana, we were connected with Conal Fagan of Special Olympics International and Alyssa Cress of Special Olympics North America. Conal and Alyssa introduced us to a group of Special Olympics Athletes from all over the world called the Global Athlete Congress, who would be presenting their leadership projects in Berlin before the Games. We helped our local athletes from this group prepare for their project presentations and they helped us by training us in Inclusive Leadership.
When the twenty undergraduate students signed up for the Study Abroad Experience, the real fun began! We were all trained in Inclusive Leadership, our travel itinerary was finalized, and we were off to Germany.
We began our trip in Berlin and then took a quick trip to Hamburg, where we visited The Dialogue Museum for an “Experience in Silence” and an “Experience in Darkness.” These simulations in deafness and blindness helped to build
our understanding and empathy of people who have different strengths and challenges than we each do. We used so much of what we learned about Sign Language later during the World Games when we were surrounded by people speaking all different languages. In Hamburg, we also joined “Special Skate,” an adaptive skateboard group, at a local skate park to meet the participants and to try out the sport and the adapted equipment. Before we left the city, we visited an inclusive rec center that
This exhibition taught me the importance of respect, advocacy, and empathy. I will never forget the important life lessons our guide left with us when it comes to individuals with Disabilities.
was created for people of all abilities and most of us tried our first kebab.
We made it back to Berlin and immersed ourselves in the culture of the city. We took tours of the Berlin Wall, Brandenburg Gate, the Memorial to the Murdered Jews of Europe, Checkpoint Charlie, Hitler’s bunker, the Euthanasia Murders
Memorial, and Olympic Stadium. Along the way, we found sweet little book shops, coffee shops, German restaurants, Birkenstock stores, parks, and we became experts in public transportation.
Once our time with Special Olympics began, it was a whirlwind of team building and learning about leadership and Disability advocacy. We spent a day at the airport welcoming Special Olympics athletes to Berlin. We met the Global Athlete Congress and learned about their amazing leadership
projects. We taught pickleball at the Cultural Festival in town. We kicked off the World Games at the Opening Ceremonies at Olympic Stadium. We even made it on TV! From then on, we split our days volunteering at Healthy Athletes and watching sporting competitions. We were there when Special Olympics icon, Loretta Claiborne, won gold and when Special Olympics Indiana athlete, Liam Price, swam his way to bronze and silver medals. Our days were packed with sporting competitions that challenged our biases of ability, and our evenings were filled with friendship and great food. We met people from all over the world, we danced, we laughed a lot, we celebrated with each other, and more than a few students got tattoos (when in Germany, right?) to commemorate this experience.
We wrapped up our trip with a concert and celebration at the World Games Closing Ceremonies next to Brandenburg Gate. It wasn’t lost on us that we were celebrating a group of people in a place that historically had mistreated people like them. During one of our historical tours earlier in the trip, we looked up at a building where, years ago, a group of Nazi leaders made decisions about which people with Disabilities would be used to practice the gassing method that would later be used in concentration camps. I remember that visual took my breath away. But on that day, just a few blocks away from that building, we danced, sang, high-fived and hugged each other. It felt so empowering and hopeful to be celebrating Disability with my students and the world! I left Germany knowing that we can make this world a better place for all people.
By Katrina Youngs
Youth and Community Development major, Organizational Communication and Leadership and Spanish minors
Clayton, Indiana
Where are you studying abroad and why did you choose this destination?
I am studying abroad in Germany with Butler’s College of Education volunteering at the Special Olympics World Games. Throughout my time at Butler, I’ve been able to work with the Washington Township Special Olympics, so the opportunity to get involved with the organization on an international level was something I knew I couldn’t miss.
What have you enjoyed most about being abroad?
By far, my favorite aspect of studying abroad is the relationships I’ve been able to build with my Butler peers, with other volunteers, and with Special Olympics athletes and mentors from around the world. There is something about going to another country with a group of people that really brings you together, and when you’re also collectively working to support such an incredible organization, this is even more true.
What have you discovered about yourself from your study abroad experience?
This trip has really taught me to fully appreciate the present. I’m someone who is constantly thinking about what’s coming up next, whether it’s tomorrow’s schedule or something I’m looking forward to weeks ahead. With this being my first time abroad, I wanted to challenge myself to really savor each experience. Our group has had the opportunity to be involved in several once-in-a-lifetime experiences, and being able to take them all in is something I’m grateful to have learned.
What surprised you most about your study abroad experience?
Even being over 4,000 miles from home, I’ve met several people who are from the Indianapolis area and it blows my mind! Even at the laundromat down the street from our hotel, we met a woman named Sarah who grew up in Zionsville and has now lived in Berlin for over 15 years. Random connections like this one have made me realize that you can often find a little feeling of home no matter where you are in the world.
What advice would you give to Butler students who are considering studying abroad?
If you aren’t sure whether or not you’d like to study abroad, the biggest piece of advice that I have is to talk about it with those around you. When I was on the fence about going to Germany for a few weeks versus staying home for the whole summer, I spent a lot of time speaking with my professors, with family and friends, and with pretty much anyone whose opinions I valued. I think asking for other perspectives was what really gave me the reassurance that going on this trip was the right choice.
By Victoria Ochs
Ashley Churchill ’24 was six weeks into her student teaching placement when a local school partner reached out to the College of Education (COE) with a need for an additional teacher due to high enrollment numbers.
When Churchill was given the opportunity to apply for the role, she found herself at a crossroads. This position meant stepping in as a full-time staff member. She knew she needed the qualifications to manage a classroom all by herself and had to decide if she was ready.
“It was a hard decision, but the education I’ve gotten from Butler has made me feel so much more prepared than I could have ever imagined.” Churchill says. “I felt like I was ready for that next step.”
Churchill interviewed for the position and was hired to teach third grade at IPS/Butler Lab School #55. Butler’s COE partners with local school districts and youth serving organizations, many of which are staffed by a significant number of Butler alumni. To the COE, her role is considered a residency: an opportunity extended to student candidates who meet a certain criteria. But in the eyes of her students and fellow staff, she is a full-fledged teacher.
“She is lauded by her peers, her University Supervisor, and building level colleagues for her professionalism and care for her students,” says Angela Mager ’92, MS ’01, Senior Lecturer and COE Assistant Dean. “We learned recently that many of her colleagues don’t even realize that she is still a student—they just view her as an outstanding member of their team.”
The COE strives to find creative solutions to address the national teacher shortage while also ensuring students
are supported in their student teaching and residency placements. Students like Churchill are able to work as paid employees as resident teachers while also receiving observation and mentorship.
Churchill is grateful she accepted the opportunity because she has enjoyed the freedom to experience and experiment in her own classroom, communicate with students’ families, and continue receiving regular support from her University supervisors.
“I feel like I’ve gotten the experience of being a first-year teacher without the pressure of being a first-year teacher,” Churchill says. “This residency has helped me excel in my teaching abilities as well as in my growth as a person because of the support I have from Butler and from my school.”
When Churchill recalls her coursework at Butler, she thinks of all the ways she uses what she learned from her professors in the real world. She remembers math games she learned from Dr. Ryan Flessner ’97, and she uses versions of those games for her third-graders. Dr. Catherine Pangan’s MS ’99 emphasis on experiential learning inspired her to do a handson unit themed around the solar eclipse, letting students build crafts and play with flashlights to understand the material. She said she uses teaching strategies taught by Dr. Theresa Meyer in her classroom every day.
One of Churchill’s colleagues, Brittany Shackleford ’11, has also been instrumental in her development as a teacher. Churchill decided to remain in Indianapolis to continue working with Shackleford and IPS/Butler Lab School #55 after graduation.
“I adore Brittany and I’ve learned more from her than I ever thought possible,” Churchill says. “She has helped shape me into the educator I want to be and I want to keep learning from her, so I decided I love the school, I love the City of Indianapolis, and I accepted to stay in the position I’m in now.”
Churchill emphasizes that her time at Butler has been powerful for her and the COE set her up for success. She says she has her professors to thank for why she can do the things she’s doing now and feels grateful she feels so prepared to pursue her dream of being an educator.
Churchill received the Outstanding Elementary Student Teacher Award from the COE this spring.
“My first grade teacher inspired me to become the kind educator that makes everybody feel welcomed,” Churchill says. “I knew I wanted to change the world in some way… to shape the younger generation and develop future leaders. Teaching feels like my way in.”
By Trinidy Charles ’23
What does being a first-generation student mean to you?
Being a first-generation student is being a leader and persevering against all odds. I have held many leadership roles in sports, on Student Council, and at my jobs. Most importantly, I have led by being a big sister. As a first-generation student, it’s important to lead by example and never stop dreaming. I know my siblings are looking up to me as I pave the way for them.
Why did you choose to come to Butler?
I submitted my application the day before the deadline. I wasn’t expecting to be accepted, but I was. I knew my opportunities would be limitless as a Butler student.
I am the current President of The Almighty Alpha Chapter of Sigma Gamma Rho Sorority, Inc. and I have served as the past Vice President and Historian of the organization. Through this opportunity, I have connected with many University officials that I would have never been able to connect with had I not received that acceptance letter.
What resources are available for first-generation students on campus?
As a first-generation student, I use counseling services most often. The Career and Professional Success office was a tremendous resource, especially as an Exploratory student. I could explore what I liked and not feel pressured to pick a major until it felt right.
What piece of advice would you share with incoming first-generation college students?
To any incoming first-year student, no matter what your background is, always be your authentic self. Never change who you are just to fit in. What matters the most is that you make yourself happy!
What do you want to do upon graduation?
Upon graduation, I’d like to intern or coach at a high school level. I would love to move out of state for a while, exploring and taking that time for myself. My ultimate goal is to run my own 24-hour community center that provides tutors, showers, food, and access to competitive Amateur Athletic Union sports for low-income families.
By Trinidy Charles ’23
Elementary Education major, Diverse Learners and French double minor Kindergarten Teacher in NYC Public Schools
How did Butler prepare you for your career?
Butler’s College of Education does a wonderful job of preparing educators by getting students into classrooms in their first year. I began observing different teaching styles and planning lessons during my first semester at Butler. By senior year, I was student teaching and already had made many connections with schools and educators across the Indianapolis area. Additionally, I was able to learn what I did and didn’t want to incorporate into my future classroom.
What skills or knowledge gained at Butler have been most useful in your career?
Learning how to teach and support all types of learners from various backgrounds is a skill Butler taught me that I use every single day. I learned how to differentiate lessons in order to meet the needs of my students so that every child has an equal opportunity to succeed. I learned how to ensure all my students feel represented and know that they matter when they enter my classroom. Everything I learned has helped me create an inviting and warm environment for my students to thrive.
What is the most important thing you learned at Butler?
The most important thing I learned at Butler was the importance of leaning on your colleagues and mentors. Especially in the teaching community, it is crucial to have a support system you can bounce ideas off of, vent to, and learn from. My professors in COE did a wonderful job of creating a cohort of passionate educators that I will lean on throughout my teaching career.
Who influenced you the most while you were a student?
Dr. Hochman is the most caring, selfless, knowledgeable, inspiring, and wisest person I had the opportunity to learn from. He taught me how to deeply care for my students, while still caring for myself. Whenever I need advice, Dr. Hochman is the first person I go to because he always knows the right thing to say. I would not be the educator or person I am today without having learned from him. I am eternally grateful to Butler’s COE for providing me with that opportunity.
What advice do you have for students who are interested in pursuing a career in this field?
Teaching is one of the hardest jobs out there. If you do not have the passion and love for working with all types of students and learners, this might not be a sustainable path for you. With that said, it is also the most rewarding job on the planet. You get to see your students grow while you grow right alongside them. All of the hard days are worth it when that math concept finally clicks with a student, or the kid who has been struggling to read finally finds joy in picking up a book. Teaching is hard, but it will eventually be worth it.
By Chasadee Minton MS ’24 & Thomas Benoist ’13
Margie sat in her Madison, Wisconsin, home, reflecting on her career. Born in Central Wisconsin, Margie had gone to Butler University for her undergraduate degree in Early Childhood Education from the College of Education. She also earned her master’s degree from Indiana University at Indianapolis (formerly IUPUI). Her story, however, was far from conventional.
After hearing about Margie’s unique career path, the COE had to share her story. Margie’s journey illustrates the many opportunities open to individuals with education degrees and underscores the versatility of educational backgrounds in various professional domains, offering insights into how these qualifications can catalyze unconventional career paths and provide opportunities for significant contributions across different industries.
Margie had always been passionate about teaching. Her early years were spent in early childhood education, a field that nurtured her ability to create conditions conducive to thinking and learning.
“I’ve come to believe it doesn’t matter what age group I find myself in a room with, my work is to create the conditions for thinking and learning,” Margie says. “Being a teacher and coach is hardwired in me: it’s how I always show up. I don’t know how to show up any other way.”
Her career took a pivotal turn when her family moved to Michigan. Despite her education, she discovered that teaching licensure reciprocity did not extend to early childhood education in Michigan at that time. Faced with the prospect of three additional years of schooling, she sought alternative pathways. This led her to an inner-city Head Start program in Detroit, serving primarily Native American and Hispanic populations.
The financial strain of working in early childhood education eventually became unsustainable. Margie looked at her options and made the bold decision to transition to the automotive industry. With the help of friends who helped her translate her educational experience into business terms, she found herself on the factory floor of an auto manufacturer just a week later.
The transition was jarring. Margie quickly noticed that the adults at this company struggled with collaboration more than her young students ever had. She was originally hired to design training but found herself digging into what people said they actually needed—which wasn’t more training. She didn’t know it at the time, but she was really becoming involved in process improvement and organizational and leadership development work for this company. This realization sparked her interest in
organizational development. She began to apply her skills and sought roles that involved leadership development and team effectiveness coaching.
Margie’s intentional emphasis on asking open-ended questions was a deep core skill refined through years of teaching, coaching, and facilitating. Her method extended beyond knowledge transfer; it was purposefully intended to support individuals to think critically, and problem solve for themselves within their roles. Margie transparently highlighted the universal relevance of her methods, which transcended industry boundaries, advocating for leaders to grasp the rationale (the Why) behind her methods. She promoted a philosophy of incremental improvement, urging individuals to strive for “a little bit better” each day.
One instance stands out: during a large meeting with the Group Vice President of Product Development at this company, Margie noticed a moment of particularly effective leadership and sent a brief email after the meeting to let this GVP know what she’d observed went well. The GVP’s swift response and subsequent invitation to meet the next day underscored the impact of Margie’s approach.
During their conversation, Margie shared her beliefs on the value of recognizing and reinforcing positive behaviors—a practice she believed was essential for ongoing growth and improvement. The GVP, intrigued by her perspective, expressed gratitude for the specific evidence-based feedback, noting it was a departure from the usual criticisms he received. This initial interaction evolved into a regular collaboration, with Margie continuing to provide evidence-based feedback, celebrating successes, and offering open-ended questions as a “thought partner” in finding alternative approaches to challenges.
One transformative moment occurred when Margie was facilitating a meeting of senior executives. Frustrated by their counterproductive behaviors, she boldly pointed out their lack of open-ended questions and collaboration. “If you were a room of 4, 5, and 6-year-olds, we would have all had a time out,” she told them. This candor earned her further respect from that same Group Vice President, who increasingly saw the value in her unique approach.
Recognizing the potential to enhance team dynamics and performance across vehicle engineering programs, the GVP proposed the experimental role of team effectiveness coach. He asked Margie to take on this new challenge, and to work closely with key chief engineers. Over time, Margie’s role expanded significantly, to overseeing twenty-seven vehicle program team
effectiveness coaches in North America and Europe. This responsibility came with substantial budgets and increased demands, necessitating frequent meetings and strategic oversight.
Despite the accolades for her leadership, Margie often reflected on her core passion for teaching and coaching. She found herself grappling with the balance between these administrative duties and her desire to directly impact individuals’ growth and development.
The success of Margie’s approach led to work with other senior leadership within the company, including the COO and Manufacturing executives.
Her expertise also caught the attention of John Shook, the first non-Japanese manager at Toyota in Japan and a pioneer of applying Lean Thinking outside of Toyota. Shook became an important teacher to Margie and invited her to join him in bringing the principles and practices of Lean Thinking and organizational learning to key leaders in various industries, including healthcare, retail, education, and manufacturing. Margie’s work with Shook included developing internal coaches within organizations to ensure sustainable improvement.
Shortly after meeting Shook and being formally introduced to Lean Thinking and the Plan-Do-Study-Adjust scientific method, Margie had an epiphany.
and doing that with 15-20 kids, and then coming back and saying, So, what did you do? What happened? What do you think about that? What’s another way you could go about it? And if someone didn’t want to try again, I’d ask them to please choose another learning spot to do some other exploring. So, it was not that different from what I was doing with adults in the workplace.”
Reflecting on her diverse career, Margie emphasized that her background in early childhood education had been foundational. “Nothing better prepared me for every direction I went than my schooling in the College of Education,” she asserted. Whether in a preschool or a corporate boardroom, her mission remained the same: to create conditions for thinking and learning.
Margie acknowledged the support and wisdom she had received from mentors throughout her career. Margie’s career path is a testament to the enduring relevance of educational principles in leadership and organizational development. Margie’s
Nothing better prepared me for every direction I went than my schooling in the College of Education.
“I realized that when I was in the early childhood classroom, I was unknowingly practicing improvement science—the scientific method—with children daily,” she said. “We’d set up tables with learning activities for the kids, then ask them: What do you see? What’s one thought you have about what you could do with it?
What do you think might happen if you do that? and have them start exploring and learning by doing. I was rounding the room
story shows how education, curiosity, and a commitment to continuous learning and improvement can shape not only individual careers but also organizational cultures and communities at large. Her story challenges us all to embrace the role of change agents, creating conditions where learning and growth can happen, and individuals realize their full potential.
By Trinidy Charles ’23
Secondary English Education (with ELL Licensure)
Veracruz, Mexico. Indiana has been home since the age of 5. 2024 Student Commencement Speaker for the College of Education
What were some of your favorite memories as a Butler student?
Some of my favorite memories as a Butler student came from my College of Education (COE) classes and the conversations our professors encouraged us to have. Specifically, I recall how important Dr. Madrazo’s first semester class was to deepen my interest and quest to understand our students’ brains. The class consisted of both Elementary Education and Secondary Education majors, and although we work with different age groups, the course helped us all understand how important student development is and why it matters that we have an understanding of it.
What were the best parts about your major and/or your college?
The best part of the COE is the faculty. Dean Kandel to professors like Dr. Adams, Adamson, Furuness, Brooks, are the reasons I think a lot of us Education majors kept our passion for this career path. The faculty really shows that they care about us as their pupils and future colleagues. They are all so unique in their own way and this brought so much variety in how they taught us and how they interacted with us, especially in how they impacted and influenced us.
What professor and/or staff member played an important role during your time at Butler?
Dean Kandel, Dr. Adams, Dr. Adamson, Dr. Furuness, and Dr. Brooks have had the greatest impact on me. These women all contributed into shaping me and encouraging me to be the educator I want to be. They are all so different and I learned at least one thing from all of them. I knew that I could always count on them. When they didn’t have the answers, they would work to try and help me find them. Above all, it was their kindness and dedication to me and my success that I will forever cherish.
What are your plans after graduation?
My plans are to teach in Wayne Township as their freshman ENL teacher. I am back at my former high school, now part of a community of colleagues I once had an opportunity to call my teachers. I also plan to stay connected with the COE to help them bring more Latinx teachers into the College. I want to play a role in mentoring future teachers of color.
How did Butler prepare you for this next step?
Butler gave me the tools to be a confident teacher. The amount of involvement we had in classrooms before student teaching helped shape who I am, and can be, as an educator. Butler gave me the opportunity to open up to others when I thought I didn’t fit in and to be certain that I did belong.
What are your long-term career goals?
My long-term career goals are to continue involvement with my community and with Butler to open up more conversations about the importance of representation. I plan to remain a public-school educator and work with the immigrant and English learning community. I want to use my voice to show others that they can use theirs too.
What are you going to miss most about your time at Butler?
I am going to miss the collaboration with my peers. I am going to miss hanging my hammock out in the mall and taking a nap between classes, and the coffee Jordan College of Arts and the English Department had that saved my life on many late nights!
What advice would you give a first-year student?
Get to know your professors; they are great people. Communicate openly with your advisor about what you want to accomplish. Soak it all up and be proud that you made it there.
Dr. Susan C. Adamson | Richard W. Guyer Chair | 2023-2026 2024 Faculty Commencement Speaker for the College of Education
The Richard W. Guyer Chair* is awarded to a junior faculty member in the College of Education who exemplifies values such as compassion, integrity, dedication, servant leadership, and concern for the education of the whole student.
Specifically, the recipient should be someone who advances the work of the College of Education and Butler University, demonstrates a deep caring and concern for students, and builds collaborations with the broader educational community.
In March 2024, I was named the Richard W. Guyer Chair. I never imagined myself being among my esteemed colleagues who have also been named Richard W. Guyer Chairs—I will follow in their footsteps with great admiration. I have discovered that Richard Guyer’s pursuits in education were not so unlike my own, creating a deep, abiding philosophical connection. Apparently, Dr. Guyer had a gift for laughter and lifting up those around him (Ena Shelley, 2023). If you know me, then you probably also know how much I love to laugh. My story of compassion, integrity, dedication, servant leadership, and concern for the education of the whole student begins with the 20 years I spent as Director of the Partnership for Inquiry Learning (Partnership). In that role, I developed relationships with communities of practice nationally, regionally, and locally many of which I have been able to sustain as a member of the COE community. Our shared commitments might (at least partially) explain why:
The College of Education envisions a world where educators serve as inclusive collaborators and agents of change toward a just society. We work toward a world in which the histories and strengths of individuals and their communities are valued, respected, and integrated into the education of all.
The COE Social Justice Mentoring Group is one exquisite example of how communities can flourish when they converge. The Social Justice Mentoring group emerged from a 2021-22 initiative made possible by the Butler University Giving Circle. Their enthusiastic support and generous funding allowed Dean Brooke Kandel and I to invite experienced teacher-leaders of color (with whom I had a long-standing relationship through the Partnership) to serve as mentors for COE students of color. The expertise and commitment to the Partnership’s leadership groups and professional development made these
five teachers powerful collaborators in supporting our COE students in teaching toward equity and social justice. We have been together now for three years! I am investing the Richard W. Guyer funds awarded to me in the Social Justice Mentoring group, and because our COE shared commitments make engagements like this one of our priorities, Dean Kandel happily covers the balance. This funding affords $100 worth of books for each student, a small stipend for each mentor-teacher, and sweet breakfast snacks for our Saturday morning meetings.
I am incredibly grateful to Dean Brooke Kandel and the COE faculty who have entrusted me to fulfill this role, which I will do with integrity and joy. It is giving me an important opportunity to try to do some good, and it seems we are doing that:
› I learned that, as teachers, our main goal is to embrace change and embrace the diversity of our students. This includes different opinions, beliefs, and ideas.
› I have learned the value of leadership and now I can encourage that in my future work with students –encourage them to use their voices.
› I learned to embrace my why. Find people who are passionate about the same things you are and build community.
› I learned how to be a bigger advocate for change – a change in the system that doesn’t make social justice and diversity a primary issue.
› This experience has positively impacted me because I feel comfortable and able to share how I feel and think.
› I was able to realize how big our role as teachers is. I’m big on connecting my job with my purpose, and last semester I wondered a lot if I was going to be able to be as impactful as I want through education. Thanks to this experience I realized that the answer is “yes.”
*The chair is named for Dr. Richard W. Guyer, a native of Indiana, who received his B.S. in education from Butler in 1948, an M.S. in 1950, and an Ed.S. in 1967 from the University. He received his Ed.D. from Ball State University in 1969. A World War II veteran, Guyer began his career in education as a teacher and head football coach at Crawfordsville, Indianapolis Howe, and Franklin Central high schools. He later served as Athletic Director, Vice Principal and Principal at Franklin Central.
Guyer served as an adjunct faculty member at Butler for several years before becoming a full-time faculty member in 1968. He taught undergraduate and graduate courses in administration and served as the Director of Student Teaching and Field Experiences, Director of Educational Placement, and Director of Undergraduate Studies for the College of Education. He retired from Butler in 1986 and enjoyed professor emeritus status until his death in 2000.
The Richard W. Guyer Professorship in Education was established in 1997 by D. Michael Hockett ’64, an Indianapolis businessperson who was deeply influenced by Guyer’s teaching and guidance.
Faculty members hold the Guyer Chair for three years.
$2,392,504 awarded
By Dr. Brandie Oliver
In recent years, the importance of mental health has come to the forefront of educational discussions. Schools are not only places for academic learning but also critical environments for the social and emotional development of students, educators, and families. Comprehensive school mental health programs are essential in promoting overall well-being, preventing mental health issues, and providing timely support to those in need.
To respond to the needs of schools, the Comprehensive School Mental Health (CSMH) Framework was developed. The CSMH framework is a comprehensive approach integrated within the Multi-Tiered Systems of Support (MTSS) aimed at providing a continuum of social, emotional, behavioral, and mental health supports and services to students, families, educators, and all stakeholders within the school community.
In October 2023, the Indiana Family and Social Services Administration, Division of Mental Health and Addiction awarded $2,392,504 to the College of Education at Butler University to address mental health and wellness in Indiana schools. A primary objective of this work is to support schools in implementing the Indiana Comprehensive School Mental Health (CSMH) Framework. To promote the CSMH Framework, $1.2 million dollars will be awarded through a grant process to Indiana schools that are working on the implementation of comprehensive school mental health initiatives.
All grant awardees will participate in collaborative learning through a cohort model. Each school receiving a grant will be provided with robust monthly coaching support and attend a one-day learning symposium at Butler each semester, empowering them with the necessary resources to succeed. We are excited to walk alongside these schools as they work diligently to address the mental health crisis we are experiencing in our schools and communities.
Please visit the Comprehensive School Mental Health Framework website for more information. Together, we can make a difference in the lives of our educators, students, and families.
By Trinidy Charles ’23
Administrative and Event Planning Specialist, College of Education Years at Butler: A little over one year
How would you describe what you do at Butler?
I work with students, faculty, and staff across the College of Education, but specifically I manage the Dean’s calendar, schedule meetings, and help pull together College of Education events.
What is the best part of your job?
I love working with such supportive colleagues. They bring so much joy and a wealth of experience to the College and I love learning more about them everyday.
Share one thing that you are most proud of that you have accomplished here?
I am most proud of being accepted into Butler’s MBA program.
What inspires you the most about working at Butler?
The support and care that can be seen across campus colleagues is contagious.
What is the best advice you can give someone who wants to work at Butler?
Get involved in the community and build meaningful relationships that will connect you to Butler.
BLLC presents SUMMER SPARK WEEK
BLLC presents
IGNITE YOUR CURIOSITY SUMMER SPARK WEEK
IGNITE YOUR CURIOSITY
By Dr. Catherine Pangan
If you’ve visited campus this year, you may have noticed several seniors on campus—not the traditional 22-year-old undergraduates, but senior citizens and adult learners with a thirst for knowledge and drive for lifelong learning.
This year, Butler University’s Transformation Lab supported a new initiative targeting adults who want to ignite their curiosity of learning through a variety of ways. Led and designed by COE Professor Dr. Catherine Pangan, the Butler Lifelong Learning Collaborative was specifically created for adults to engage in opportunities representing a wide array of topics ranging from forensic science, hip hop history, AI, comparative French culture, and even pickleball. The best thing is, there are no grades, no tests, just the pure joy of learning in an engaged community.
Course offerings are split into three categories: Minicourses (a series of four one-hour courses centered on a specific topic), One-Hour Talks (a one-time session delivered in-person or online about a chosen topic), and Behind the Scenes (expert-led educational tours). Costs vary by course and program type but are typically priced between $30-$120.
In June, as an extension of Butler’s Lifelong Learning Collaborative, thirty participants spent their summer in the inaugural “Summer Spark Week” program, a fourday experience with over forty learning opportunities including morning wellness and evening social events.
An alumnus who graduated in 1970 shared, “Never would I have dreamed of walking the halls of Jordan and feeling the thrill of being a student again. This is a special experience.”
According to the Pew Research Center, approximately 75 percent of adults consider themselves lifelong learners, and there is a strong demand for continuing education
beyond what is traditionally offered by colleges and universities. Butler’s experienced faculty, excellent facilities, and an easily accessible location makes us the ideal institution for filling this educational opportunity in Indianapolis. We see all types of participants in our courses, from recent college graduates to senior citizens. But they all have one thing in common: they are intellectually curious and have a passion for learning, at any age or stage.
Studies indicate that there are many benefits to lifelong learning, which is defined as the practice of continuous, voluntary, and self-motivated quest for knowledge. Among the benefits are improved memory, decreased cognitive decline, increased self-esteem and self-confidence, improved decision-making, and positive impact on attitude and outlook, all aspects that contribute to longevity and increased quality of life. Further, there are significant social and professional networking benefits to lifelong learning. Exploring topics of interest with others who share your interest and level of curiosity helps form strong bonds that can lead to new friendships and professional relationships. One participant shared, “It was great to flex mental muscles I hadn’t flexed for a while, [I] enjoyed getting to know new people and reconnecting with old friends.”
We invite you to sign up for the Butler Lifelong Learning Collaborative newsletter found on the website and follow us on Facebook and LinkedIn. A complete list of courses offered, dates, and costs are now available on the Butler Lifelong Learning Collaborative website.
Save the date for next year’s Spark Week, June 2-5, 2025!
By
Prof. Cathy Hartman ’97 and Chasadee Minton MS ’24
From September 1 to December 1, 2023, the Butler University College of Education was honored to host the Mosaic of Marks, Words, Material exhibition + atelier, a captivating showcase from the infant-toddler centers and preschools of Reggio Emilia, Italy, presented in collaboration with Reggio Children and the North American Reggio Emilia Alliance (NAREA). Butler University also served as the site for the 4th NAREA Fall Conference in October 2023, featuring Claudia Giudici, former president of Reggio Children and a current professor of psychopedagogy at the University of Modena and Reggio Emilia; and Sara de Poi, atelierista and video documentarian with Reggio Children since 2005.
The exhibition celebrated the Reggio Emilia Approach, a groundbreaking educational philosophy founded by Loris Malaguzzi in the aftermath of WWII. This approach was conceived to instigate transformative educational reforms in Italy and continues to influence contemporary American education practices today. The Reggio Emilia Approach centers on children as active learners who explore and express themselves through art and hands-on activities. Ateliers are spaces in schools dedicated to artistic exploration, led by specialized educators called atelieristas These educators encourage creativity and help children develop skills through art. Pedagogistas support teachers and atelieristas in improving educational practices based on observations of children’s learning, fostering a holistic
and enriching educational environment. The IPS Butler Lab Schools and St. Mary’s Early Childhood Centers are local schools inspired by the Reggio Emilia approach.
Essence of the Exhibition: Marks, Words, Material
At the heart of the exhibition was an exploration of mark making and drawing among young children—a fundamental aspect of learning and expression within the Reggio Emilia philosophy. The Mosaic of Marks, Words, Material exhibit provided a glimpse into collaborative research efforts from Reggio Emilia’s educational institutions, weaving together visual narratives with scholarly insights. Visitors were invited to investigate the tapestry of children’s learning experiences, where each mark and word contributed to their cognitive and emotional growth.
In their essay “Weavings of the Future Between the Real and the Possible,” featured in the exhibition catalog, Paola Cagliari and Claudia Giudici emphasized the initiative’s invitation to create space for expansive dialogues among educators, researchers, parents, and policymakers globally. They said:
The intent is to build wide zones of discussion about the experience, actively involving teachers, parents, researchers, and pedagogistas in Reggio Emilia, in Italy, and around the world. Dialogue, exchange, comparing ideas, and listening continue to be the primary tools and strategies for constructing the educational experience at all levels: teaching practice, teacher education and professional development, family participation, and relations with the city at large. It is a project that is constructed day by day, with the contribution of all, in a dimension of continuous interaction, evaluation, and rigorous critical analysis.
Beyond its role as a display of artifacts, the exhibition served as a catalyst for introspection and dialogue among various stakeholders—from preservice teachers and seasoned educators to families, university professors, and community members. By critically engaging with the exhibition and its associated initiatives, participants gained insights into Reggioinspired practices and reevaluated their own educational methodologies.
Mosaic of Marks, Words, Material exhibition + atelier
The Butler University College of Education expresses its heartfelt appreciation to The Roberts Family Foundation, RJE Business Interiors, Kimball International, and JSI for their generous support and sponsorship of the Reggio Emilia Mosaic of Marks, Words, Material exhibition + atelier. Their commitment
to supporting educational initiatives and nurturing cultural enrichment has had a profound impact on our community, and we are grateful for their partnership. Their sponsorship played a pivotal role in bringing the exhibition + atelier to life, enabling us to showcase the beauty and richness of the Reggio Emilia educational approach. The exhibit provided a valuable opportunity for approximately 1,300 learners of all ages to engage in a dialogue-rich exploration of the fundamental principles of the Reggio Emilia philosophy and its innovative teaching methods. Among the participants were:
• 700 educators from 17 states and 3 countries
• 600 students (PreK-5th grade) from our IPS/Butler Laboratory Schools
• Community members, including representatives from PNC Bank, CSO architectural firm, Arts for Learning Indiana, and the St. Mary’s Early Childhood Center Board of Directors.
We are grateful for the success of our partnership and the positive effects it will continue to bring to our community and beyond.
Nick Abel
› Along with counseling program faculty, oversaw the launch of our new online degree programs in School and Clinical Mental Health Counseling which enrolled well over 100 students in year one!
› Accepted appointment as COE Associate Dean for Graduate and Adult Learning Programs effective May 1, 2024.
Susan Adams
› Earned promotion to full professor
› Published and co-edited a new book, Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators featuring a chapter contributed by the COE DEI Fellows and another by Dr. Brooke Kandel and Dr. Katie Brooks.
Susan Adamson
› In the role of Program Manager for the Early Childhood Educator Certificate (ECEC) program, I worked intensively with the Butler University Department of Professional Services (DPS) to prepare and launch three cohorts of scholarship students, with $470,000 of generous funding from Early Learning Indiana and PNC. ECEC course authors/ instructors include COE faculty: Dr Kelli Esteves (1), Dr Brooke Harris Garad (1), Dr Ryan Flessner (1), Prof Cathy Hartman (2), Dr Catherine Pangan (1), and me (3). ECEC course author/instructors Diane Pike (2) and Candice Wise (1) are from our local early childhood education community.
› I was honored to be selected 2024 Faculty Commencement Speaker for the College of Education alongside our beloved Student Commencement Speaker, Kenya Bustos Diaz.
Thomas Benoist ’13, MPA, CFRE
› I passed the exam to become a Certified Fund Raising Executive (CFRE). Individuals granted the CFRE credential have met a series of standards set by CFRE International which include tenure in profession, education, and demonstrated fundraising achievement.
Deborah Corpus ’74
› In addition to working with Danielle Madrazo and a team representing the MLK Community Center to obtain a Lilly Endowment grant, I authored the elementary program accreditation report for the Indiana Department of Education to highlight the wonderful work accomplished by the College of Education faculty and students.
› I completed my 50th year as an educator by presenting at the Indiana State Literacy Conference and teaching my
favorite classes: ED308 with its field experience at Central Elementary in MSD of Pike Township and a First Year Seminar focusing on coming-of-age literature. I will truly miss those experiences and all the people involved as I retire at the end of May, 2024.
› I was invited to lead a discussion on the topic of inclusive practices at the CIEE Global Internships Conference in Berlin. During my time in Germany, I had the opportunity to join a study abroad group, led by Drs. Garriott and Farley, to attend the Special Olympics World Games, including the closing ceremony, which honored athletes from more than 175 countries.
› Supported by partners across the university, I created a new course called “Education Internships,” designed to offer undergraduate students even more opportunities for experiential learning in the early stages of their academic programs. This course will be offered in 2025.
› I had two wonderful opportunities to improve my own learning tied to mathematics at the Early Childhood level. I created a course, Teaching Young Mathematicians, for the online early childhood certificate currently offered by the COE and I conducted four webinars for IDOE on the topic (recordings available in IDOE’s Learning Lab).
› I started a new partnership with the Clover Park School District in Lakewood, Washington. I’ve had the opportunity to travel to Washington monthly to work with, and learn alongside, teachers as we explore promising practices in elementary mathematics.
› In June 2023, I co-led (with Dr. Farley) a Study Abroad Trip to Germany, where we learned about historical views of Disability and volunteered at the Special Olympics World Games.
› I shared my Doctoral Dissertation research at the Council for Exceptional Children National Conference in San Antonio, TX. My Dissertation focused on the experience of non-disabled peers in an inclusion classroom.
› My students and I collaborated with new teachers and schools at the pre-K, elementary, middle, and high school levels.
› I presented research at the National Council of Teachers of English (NCTE) Annual Convention and the American Educational Research Association (AERA) Annual Meeting.
I also co-authored a book chapter and journal article that align with my goals of better understanding educators and supporting students.
Brooke Kandel
› Continued to have many opportunities to learn with and from COE students, staff, faculty, alumni, and partners
› Co-authored, with Dr. Katie Brooks, a chapter “Empowering Collaborative Inquiry and Equity Through Intentional Learning Communities: Case Studies in Teacher Education Faculty Learning” in a book co-edited by Dr. Susan Adams.
Tom Keller
› Developed two online courses for our newly launched school and mental health programs.
› Host an annual alumni gathering at my house.
Suneeta Kercood
› Invited presentation Kercood, S. Creating an inclusive, accessible, and empowering world for Individuals with Special needs: Recommendations for Global Policy. C20 Summit, Chicago. C20 is the civilian Engagement Groups of the G20 and provides policy recommendations to the world leaders of G20 countries during the G20 summit
› Developed training for the American Red Cross on Integration of individuals with disabilities and other special populations in disaster services. Also the Faculty Advisor for the student chapter of American Red cross at Butler University.
Susan Kleinman
› The LMHC certificate program graduated 42 students –these are School Counselors who are now eligible to become licensed as Mental Health Counselors
› We established experiential opportunities for 27 of the LMHC certificate students in various mental health settings around the state
Danielle Madrazo
› The COE was awarded a Lilly Endowment Grant under the proposal written by Dr. Debbie Corpus and me along with a team of faculty and partners at MLK Community Center
› Dr. Brooke Harris Garad and I hosted 8th graders from IPS #43 in our ED 299 classes at the COE for an exciting morning that included connectors, brain sculpting, and a visit from Makeda Lands in the Admissions office.
› I was honored to be recognized as one of the inaugural recipients of the Butler First Year Impact Award in Fall 2023. This award strives to recognize faculty who have a significant impact on students’ first year experience.
› I collaborated with colleagues at Ivy Tech Community College to develop seven new articulation agreements. Six of these agreements align to provide a 2 year completion pathway for middle secondary education majors and one with our youth and community development major.
Alexis Methner
› Went on a study abroad trip to London & Paris.
› Helped support many searches and planned many retirement celebrations.
› Supported Leah Devettori being recognized as the 2024 Michael Livovich Servant Leadership Award winner and Ava Laufersky for 2024 Indiana Outstanding Student CEC Award winner.
Launched a new Indiana Milken Initiative with preservice teachers/first year educators in the state.
› Taught two new online classes and advised the first online Alternative Program in Special Education for 2023-24 school year/Brought in a new cohort for 2024-25 school year.
Chasadee Minton MS ’24
› Earned a Master of Science degree in Strategic Communication from the College of Communication.
› Along with COE DEI Fellows, contributed to the book chapter “Living Into Our Share Commitments: Creating Professional Learning Communities to Address Diversity, Equity, and Inclusion,” published in Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators
› Implemented the first year of the Butler Lifelong Learning Colllaborative with support of the Transformation Lab. This new initiative was specifically designed for adult learners to engage in a variety of topics with no grades, no tests, just joyful learning! We’ve had a great first year and are looking forward to year two! Check out the website: https://www. butler.edu/academics/lifelong-learning-collaborative/
› Invited into a state-wide cohort of Computer Science Educators to enhance CS education in pre-service environments. This group tests out a variety of CS methods
and technologies to strengthen CS education. Further, I’m working with the founders of the Swedish company, Imagilabs, for their start up to enhance Python coding skills as part of Butler Ventures. We are bringing all this great work to the participants in the STEM New Educator Academy.
Katy Somerfield
› Joined the COE team as Data Management & Accreditation Administrator at the beginning of the Spring semester. I was able to dive right into successfully submitting accreditation and state annual reports.
› Presented data trends and analysis from my previous role in a poster session titled “First-Year Students’ Social Determinants of Health & Implications for Retention” at the NASPA Strategies Conference.
Felicia Williams
› I worked alongside Hanako Gavia to have the Making Connections event in April; the community drum circle performed and my FYS students presented their comprehensive projects that centered around the voices of marginalized groups to those who attended.
› I was able to collaborate with the other COE DEI Fellows and write a chapter titled “Living Into Our Share Commitments: Creating Professional Learning Communities to Address Diversity, Equity, and Inclusion,” which was subsequently published in Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators
› Collaborated with esteemed alumna Amy Vonderheide Bultinck (B.S. Secondary Education with Honors ‘99, Certificate of Graduate Studies - Hinkle Academy for Wellness and Sport Leadership ‘16, Master of Science for Effective Teaching and Leadership ‘17) for an intensive fieldbased Health and Physical Education Methods Practicum in Fall 2023.
› In collaboration with COE DEI Fellows, co-wrote the book chapter “Living Into Our Share Commitments: Creating Professional Learning Communities to Address Diversity, Equity, and Inclusion,” published in Exploring Meaningful and Sustainable Intentional Learning Communities for P-20 Educators.
BUTLER UNIVERSITY COLLEGE of EDUCATION GRADUATE PROGRAMS
Experiential Program for Preparing School Principals
School Counseling (online)
Mental Health Counseling (online)
Alternative Special Education–Mild Intervention Certificate
Applied Educational Neuroscience Certificate
Licensed Mental Health Certificate
Teachers of English Learners Licensure
DO YOU KNOW SOMEONE WHO WOULD FLOURISH WITH COE GRADUATE INSTRUCTION?
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