B U T L E R
U N I V E R S I T Y
College of Education
YEAR IN REVIEW
WE NEED A VALID VISION. WE NEED THE WILL. WITH VISION AND WILL, EVERYTHING IS POSSIBLE.
— ASA G. HILLIARD III —
The College of Education believes we must
prepare our students for schools as they should
be, not simply perpetuating schools as they
currently exist. We must be willing to explore
with our students the difficult issues of inequities
that exist in our schools and society and to help
them to become agents of change. This of
course means that as faculty we must examine
our own beliefs, be willing to keep our hearts
and minds open to the ideas of others, live
our lives with integrity, and model how great
teachers take risks, challenge the status quo
and advocate for the rights of all students.
Ours is a college that continually changes
because learning is a transformational
experience. Members of the college embrace
what Parker Palmer described as a “capacity
for connectedness.” Palmer stated:
Good teachers possess a capacity for connectedness.
They are able to weave a complex web of connections
among themselves, their subjects, and their
students so that students can learn to weave a
world for themselves. (Courage to Teach, p. 11)
The College of Education’s learning community
presents transformational experiences that allow
students to create their own tapestries. As an
intention of their preparation, students invest
in school-communities that differ from theirs.
They are challenged to examine their assumptions
about other people, how children from
diverse experiences learn, and reflect about
the responsibilities of innovative educators.
Exemplary teachers mentor education students
by modeling best practice, supporting leadership,
and demanding courage.
Participants in the learning community engage
in scholarship that supports teaching as inquiry.
As investigators, they become constructors of
knowledge that seek to connect theory with
practice. As a function of scholarship, students
use technology applications to discern strategies
for learning, creating, modeling, and assessing.
Faculty and students take advantage of opportunities
to study abroad and have new experiences
that help them become better global citizens.
As faculty and students weave their unique
tapestries, they gather regularly to discuss
instructional strategies and the implications
of new research. We celebrate the successes
of the learning community’s participants
and encourage them to reach new heights.
COE BOARD OF VISITORS
Michael Asher ’71 M.S. ’74
Galloway Township, NJ
Linda Boone ’70 M.S. ’75
Fairfax County Public Schools
Dr. Marcia Capuano
Terry Corman ’70
Firehouse Photo and Graphics
Linda Cornwell ’68 M.S. ’75
Literacy Connections Graphics
Indiana Department of Education
Scott Deetz ’96 M.S. ’01
North Wayne Elementary School
Kyle Fessler ’94 M.S. ’98
Robey Elementary School
Dr. F. Patrick Garvey
School of Education,
Fort Wayne, Ind.
Kay Harmless M.S. ’81 Ed.S ’83
Lawrence Early College High School
Jack Hittle ’70
Church, Church, Hittle and Antrim
Kevin McDowell ’72 M.S. ’77
Indiana Department of Education
Wawasee High School
North Webster, Ind.
Director of Elementary Education
MSD of Washington Twp.
Executive Director, Kappa Delta Pi
Mark Weaver ’81 M.S. ’83
Clay Middle School
Dr. Eugene G. White
Indianapolis Public Schools
North Central High School
CELEBRATING THE PRESENT: PREPARING FOR THE FUTURE
This year has been particularly exciting in the
College of Education, with the publication
of Dr. Roger Boop’s definitive book on the
history of the college entitled Fulfilling the
Charter: The Story of the College of Education
at Butler University and More. It is the result
of many months of research of countless documents
and interviews and was the culminating
jewel in the celebration of the college’s recent
75th anniversary as a part of Butler University.
Understanding and appreciating our past
helps us to better understand the college as
an organization and how it has been shaped
by those of the past and present. So often we
seem to be looking back or looking forward
and in so doing we can miss the magic of
the present! This issue of the Year in Review
highlights some of the numerous initiatives
that are presently occurring in the college and
what they mean for the future. One example
is our continued work this year in our
partnership with the Indianapolis Public
Schools (IPS) in creating the new Shortridge
Magnet Public Policy, Law, and Social Justice
High School, which will open in July 2009.
Our present work has involved faculty from
the College of Education as well as faculty
from Liberal Arts and Sciences and the Jordan
College of Fine Arts collaborating with
educators from IPS in designing a curriculum
framework as well as special programs for
future Shortridge students to be involved in
on the Butler campus. It is imperative that we
stop and celebrate what we have created at this
time and use this energy to move us into the
next chapter of this project that holds endless
possibilities for both IPS and Butler University.
The College of Education has continued to
cultivate relationships with colleagues at the
University of Tasmania. The result is the
opportunity for three Early Childhood/
Middle Childhood majors who will be
student teaching in Launceston, Tasmania
beginning this summer. Other important
initiatives in creating more opportunities
for our students to become global citizens
included a study trips to Reggio Emilia, Italy,
that included four students and four faculty
members. In collaboration with the music
education faculty in the Jordan College
of Fine Arts, we had our second music
education student teacher in Hong Kong
and supervision that involved the use of
technology. It is indeed exciting to see
these successes with global initiatives at
the present time and to anticipate many
more opportunities that will unfold in
the near future.
I often tell people that I have the good
fortune of having the best job in the world!
I work with dedicated and talented faculty,
am inspired by the students who are determined
to make the world a better place,
work closely with teachers and schools that
do heroic work on a daily basis, and I find
the time to be with children as well. I try
to be present and aware each day as to how
fortunate I am to serve the students, faculty
and staff in the College of Education. By
honoring and celebrating the present, the
future is sure to be full of rich opportunities
as we continue to prepare educators for
schools as they should be, not simply as they
currently exist. I invite you to find a quiet
space, read this journal cover to cover and
celebrate with me the many accomplishments
of the College of Education!
Ena Shelley, Dean
Associate Dean’s Message
Table of Contents
The College of Education is an exciting place
to be right now. We have been working on the
vision for the college and are moving forward
in so many areas. Our Global Connections
Committee has been building bridges to
Tasmania and Hong Kong, and several of our
students will be student teaching overseas in
the fall. Dr. Katy Brooks’ Project Alianza grant
for staff development for teachers who have
students for whom English is a new language
is really taking off. In the fall, Dr. Brooks and
her coordinator, Susan Adams, will be working
with at least four of our partner school districts.
Another big step forward involves applying
for national recognition for all of our
Specialty Program Areas (SPA’s) through
NCATE. This includes our Early/Middle
Childhood Program, our Middle School
Program, Special Education, EPPSP and all
of the content areas in Middle/Secondary
Education. Each one of these has its own
SPA. We started the process this past school
year and will submit our data and reports
in September of 2010, one year before our
next NCATE visit in the fall of 2011. So
far, our team is doing a great job getting
assessments lined up so that we can really
concentrate on improving our programs.
I am quite excited about this because when
I retire in July, Dean Shelley has asked that
I continue on with the accreditation work.
We have outstanding education programs,
and I believe that we can attain national
recognition. I also know that to do that
we do need an advocate to keep the process
moving. I am delighted to be able to
concentrate on one and only one aspect
of college improvement.
So as I look back on my last 10 years with
this college, I am filled with satisfaction
for all that we have been able to do and
all of that I could be a part. Now, as I look
forward to retirement, spending time with
grandchildren, looking for service opportunities
to give back to my community and
reading, reading, reading, I will also be able
to keep my connection with the professors I
so admire and continue to help the college
grow. I say goodbye to all of you with a
happy heart knowing that these have probably
been the 10 best years of my professional life.
Dr. Cindy Wilson EPPSP ’92, Associate Dean
4 College of Education Student Honors for 2007-2008
6 Educator Asher Honored as Butler University Alumnus
Kappa Delta Pi
Where are our Graduates?
7 Not Just a Better Teacher, a Better Person
8 Climbing That Mountain: From Student to Teacher
9 Student Exchange in Tasmania Expanding
10 Butler Student Compiles State Research on Tutoring, Homeless Students
11 From Challenge to Opportunity and Success
12 Physical Education Program Equips Prospective Teachers to Combat Childhood Obesity
14 Outback, Butler Partner for Bookin’ With the Bulldogs
15 Physical Education and the Key Learning Community: Partners for Teaching and Learning
16 Graduate Students and Faculty Offer Peer Mediation Training
EPPSP Students Go Above and Beyond
17 EPPSP Group 27 Students Pay It Forward
18 Preparing Teacher Leaders Through Teacher Research
20 Journey to the National ASCD Conference
Welcome to the 2008 edition of the Year
Over the years I have been at Butler, both as a
student and a faculty member, one thing that
I have repeatedly heard is that the College
of Education is a “hidden gem” or, in other
words, we quietly do great things that often
go unheralded by the larger educational,
institutional or public communities. This
needs to change. Transformation in education
can only be done when the voices of those
who have expertise can be heard — clearly,
firmly and passionately.
This Year in Review is meant to “give voice”
to the great things that are happening with
and because of our undergraduates, graduates,
faculty, staff and, of course, treasured alumni.
You will find sections in the publication that
highlight many perspectives. Included are
also pieces that were originally authored by
Butler University Public Relations, and more
specifically Associate Director Mary Ellen
Stephenson. She has done an outstanding
job of helping us to tell our story.
So, how can you, as a friend, alumni or
supporter of the COE help us uncover our
1. Read this publication cover to cover, but
then pass it on to someone that you think
needs to hear about wonderful things
happening in education.
2. Let us know when you are recognized for
the great work you are doing. Many of our
alums are quietly doing heroic tasks that
they don’t tell anyone about. We are
counting on you to find your voice as well.
3. Stay involved with the COE — mentor an
incoming student, form colleague groups
that can support your own work and educational
beliefs, contribute to a scholarship to
help others have access to a Butler degree,
nominate a Distinguished Alumni or spread
the word in your own community about the
rewards of this tremendous profession —
you never know when a future teacher
might be listening.
Make your voice heard — clearly, firmly and
passionately. There is much to be said and
much to be heard.
Angela Lupton ’92 M.S. ’01, Editor
21 Alumnus Edits Book on Equitable Classrooms
22 College of Education Distinguished Alumni
24 COE Alumni in the News
Returning to the COE, Alumni Helping to Shape a New Generation of Teachers
25 The Good-bye-ing
26 Highlights of a Great Career
27 Another Year!
28 Meet Dr. Catherine Hagerman Pangan
29 COE Professor Offers Course in the Washington, D.C., Semester Program
Boop Compiles 75-Year History of College of Education
30 Keller Named Guyer Chair in Education and Indiana School Counselor Association President in 2008
A Snapshot of the COE Faculty in 2007-2008
31 Kudos and Credits
C O L L E G E O F E D U C A T I O N
ABOUT THE COLLEGE
College of Education Student Honors for 2007-2008
Early & Middle Childhood
Indiana Association of Colleges of Teacher
Education – Outstanding Future Educators
Outstanding Elementary Student Teaching Award
Butler University Top 100 Outstanding
Laura Van Weelden
Indiana State Reading Association’s
Outstanding Future Reading Teacher Award
Katie Doane was also recognized as
one of the Top Ten Women at Butler.
Content Area Awards for Middle/
Secondary Students from the College
of Liberal Arts and Sciences
The Jean T. Whitcraft Scholarship to those
planning to teach high school English
The Mathematics Association of America
The Jeremiah P. Farrell Award honoring dedication
to a professional career in mathematics
Jon Erik Lilly
The Outstanding Graduate in German
Middle/Secondary Student Honors
Indiana Association of Colleges of Teacher
Education – Outstanding Future Educators
Joseph F. Lamberti Secondary Student Teaching Award
PE Student Honors
Outstanding Physical Education Student Award
2008–2009 College of Education
Endowed Scholarship Recipients
Edith Conlin Scholarship
James H. Otto Scholarship
Janet Pike Off Scholarship
Lettie Page Trefz Award
Lettie Page Trefz Award
Lettie Page Trefz Award
Margaret C. Manuzzi Scholarship
Mary and Elton Ridley Scholarship
Martha Zetzl Memorial Scholarship
Martha Zetzl Memorial Scholarship
Martha Zetzl Memorial Scholarship
Martha Zetzl Memorial Scholarship
C O L L E G E O F E D U C A T I O N
ABOUT THE COLLEGE
Educator Asher Honored as Butler University Alumnus
The Butler University Alumni Association honored the late Michael
Asher of Galloway, N.J., with a 2008 Alumni Achievement Award
on May 3. The awards recognized the professional achievement and
University/community service of five graduates.
Asher, who died on April 30, was selected to receive the Katharine
Merrill Graydon Alumni Service Award. It honors an alumnus who
graduated at least 15 years prior to the award presentation and who
has contributed significant service to the University.
Asher received a bachelor’s degree in history and political science
from Butler in 1971 and a master’s degree in special education in
1974. He had served as president of Butler’s New York Alumni
Chapter and on the University’s Alumni Board of Directors and
College of Education Board of Visitors.
Asher taught for 32 years in the Verona, N.J., area before retiring in
2005. He taught special education students and social studies, and
published a curriculum for the emotionally disturbed population of
the West Essex Co-Op school district.
The College of Education will dearly miss this treasured friend.
Kappa Delta Pi
The Gamma Nu Chapter of Kappa Delti Pi would like to
recognize the following milestones during the 2007–2008
• Jennifer Elrod was named a Nicholas H. Noyes
• Dawn Sonsini ’03 was named a Counselor’s
• The chapter contributed to the Kappa Delta Pi
Educational Foundation in hopes of eventually creating
an endowed scholarship for the chapter.
• New Chapter Counselors Cindy Smith and Angela
Lupton represented the chapter at the Biannual
International Convocation in Louisville, Ky.
• 36 new initiates were inducted into the chapter on
March 6, 2008.
• A complete reexamination and modification of chapter
bylaws that will allow the chapter to continue to
prosper in the coming years was completed.
Where are our graduates?
We take great pride in all of our Butler COE alumni but
are always especially excited as our newest graduates take
their first steps into the profession. Here is a glimpse at
our 2007 graduates:
• We had 85 Basic Preparers.
• 80 are employed or in graduate school.
• 1 is not seeking employment at this time.
• 4 did not respond to position inquiries.
• 53 hold teaching positions in Indiana.
• 15 hold out of state teaching positions.
(Illinois took the largest number of those — 4.)
• 8 hold non-education positions (from forming a company
to serving as an educational and scholarship staff
associate for the National Merit Scholarship, just to
name a few).
• 4 are attending graduate school.
Not Just a Better Teacher, a Better Person
CHRIS DAVIS ’08
Without a doubt, the one thing that has surprised me the most
about my student teaching experience has been that despite all
of the preparation and effort it takes to teach a 160 students
each day, teaching has never felt like a burden or a chore. I have
enjoyed being at school and interacting with the students and
other teachers as we all try to work through the challenges that
each day brings. Granted, sometimes it takes an extra can of
Diet Mountain Dew in the morning to get moving, but I feel
incredibly fortunate to be able to say that I truly enjoy teaching.
The 15 weeks spent student teaching were full of excitement,
laughter, long hours and lots of caffeine, and this experience
has been one of the most formative experiences I have had in the
College of Education. Seeing firsthand the day-to-day challenges
that teachers face today taught me the importance of being
flexible and finding creative ways to adapt my lesson to any
situation. Being in the school every day gave me the opportunity
to really get to know my students and create ways to make the
curriculum relevant and engaging for every student in my class.
I also saw how the knowledge and skills I acquired during my
previous seven semesters at Butler could be used day in and day
out when I am teaching.
One of the things that I believe sets the College of Education at
Butler apart from other institutions is the amount of time we
spend in a variety of different school systems in Indianapolis.
From the very first class that I took as a freshman all the way
through my student teaching experience, the professors in the
College of Education have made sure that we are in the classroom
as much as possible. I strongly believe this is one of, if not the
main, reason why the College of Education produces quality
educators year after year. My experiences in the classroom over
the past four years have been vital to my development as a teacher
and as a leader. With the support of my professors and mentors,
I have become comfortable with my own identity as a teacher
because I have had the opportunity to practice and experiment
with new strategies and methods in an actual classroom setting.
I also appreciate how open, supportive and engaging the professors
in the College of Education were during my time at Butler. My
professors pushed me (and in some cases pulled me) to examine my
beliefs about learning and education. They showed me how teaching
takes place in a variety of different settings using a wide array of
methods and strategies. Whether it is teaching high school students
strategy in a game of Ultimate Frisbee, discussing with a health class
the legal consequences of underage drinking, or rolling across the
gym floor on Sharbade scooters with a group of third graders,
teaching and learning constantly occur. The College of Education
has provided me with the tools and support necessary to excel after
graduation and has made me not just a better teacher, but also a
C O L L E G E O F E D U C A T I O N
C O L L E G E O F E D U C A T I O N
Climbing That Mountain: From Student to Teacher
TIFFANI TROXEL ’08
It is hard to believe that four
years ago, in April of 2004,
I set foot on Butler’s campus
with the knowledge that I
would be returning in the
fall as a college freshman.
“Unbelievable! I had made
it!,” I thought. My mom
and I walked the campus,
observing Schwitzer Hall,
where I would live my first
year away from home, and
then making our way to
the College of Education.
Although she may not remember this preliminary meeting,
I was ushered into Dr. Lucinda Wilson’s office to sign up for
my fall classes. She handed me a white Butler folder packed
with dizzying amounts of information, and I began aimlessly
writing down courses that interested me. She guided and
directed me, which she has done ever since, and thus began my
countdown to the beginning of the next four years of my life.
One of the greatest things I recognized early as a college freshman
was my immediate assignment to “real schools.” As my teacherbound
friends at other campuses sat in class taking notes over how
to write a lesson plan, I was shown a few and then told to actually
use it. “Are you serious? I’m only a few years older than those kids. I
don’t know what I’m doing!” It turns out I didn’t know what I was
doing, and that was okay. That first semester, I sat and observed a
wonderful teacher who I remember and think about to this day. I
learned what it meant to co-teach and began building my skills on
I remember signing up for classes for my second semester, and
I was once again surprised to have even more school experiences.
Since then, little has changed with the amount of experience I
have been offered. Each semester, I have been in a classroom
where I have either taught, co-taught or observed, and this has
occurred in all grades from sixth to twelfth. I have been to school
meetings, extracurricular events, parent teacher conferences,
professional experience days and volunteer events. Butler has
prepared me to enter a global world of diversity and high needs,
and I have the passion and fervor to do this.
This past spring break, I traveled with a friend to Scottsdale,
Ariz. While there we climbed a mountain named Camelback.
When we first drove up to the mountain, I nearly turned
around. It loomed in front of us resembling a two-mile-long
camel with an extremely lumpy back. “I can’t climb that! All
I’ve ever climbed is a hill.” If I had been on my own, I probably
would not have begun, but because I was with a friend, I began
the climb. After walking up the mountain along the path for
about 20 minutes, I was relieved to see a lookout. We stepped
off the trail and peered out at the beautiful terrain. It was gorgeous,
and I felt my energy increase. “Now that I have made it to this
point, I can definitely make it to the next lookout.” And so
it went, stopping periodically and climbing as the terrain
became more and more difficult.
Entering into any profession, especially education, is much
like this mountain climb. Entering college, stepping into the
classroom for the first time as a colleague, taking over the
education of an entire class, interviewing for positions. All of
these things have been part of climbing the mountain. I began
my middle school experience at a school I was excited to be
at and with a teacher I had heard many great things about.
During those first days, I took notes, and my initial opinion
of the school was reinforced as I realized the parental support,
the dedicated staff and the successful group of students who
resided there. As I realized these things, the confidence I once
had began to deteriorate, and I became stressed and nervous
about taking over for this talented teacher. Eventually, I did
have to take over, and not only did I continue to learn from
my cooperating teacher, but I began learning from myself.
The required reflections I had been completing for three years
began to take on meaning as I made adjustments based on what
worked and what did not work. I became part of the school
environment as I made connections and relationships with the
students, parents and community. I became a member of a
well-oiled machine — the seventh grade interdisciplinary team
— learning the value of educating the whole child and making
learning relevant. Although I worked hard and felt like there was
always something upon which I could improve, I now know what
it means to learn and grow. Although I have not reached the peak
of the mountain, I have seen a challenge in front of me, overcome
that challenge and looked back at my successes from the lookout.
It has been a beautiful sight loaded with triumphs and hardships,
tears and smiles. If it weren’t for the constant companionship and
guidance of friends, family and the COE, I might never have
climbed the mountain.
Looking toward the ultimate goal of becoming a teacher, I cannot
say how blessed I have been to be part of this amazing organization
— Butler University. I hope, a few months from now, I will be
standing in front of my own classroom, beckoning the huge task
ahead of me, preparing my students to climb that mountain that is
the 21st century. It is this path I have chosen to take that I know
will make all the difference.
Student Exchange in Tasmania Expanding
The College of Education is expanding its student exchange
arrangement with the University of Tasmania (UTAS) to allow
semester-long stays. The new arrangement will begin with
students Casey Adams, Kelly Binder and Missy Bittles student
teaching during the fall 2008 semester.
The island state of Tasmania is part of the Australia commonwealth
and lies southeast of the mainland. UTAS serves more
than 19,000 students, including 2,000 international students
from some 70 countries. With a four-year education degree
program similar to Butler’s, UTAS has hosted COE students
and faculty for short-term visits since 2003.
Both COE Dean Ena Shelley and Professor Suneeta Kercood
visited UTAS this summer to work out final details. “It will
now be possible for students of either institution to exchange
for a semester of their study and gain full credit toward their
degree,” said Shelley.
One aim of the expanded program is to provide time for UTAS
and Butler students to fully experience student teaching in their
host country’s classrooms. U.S. student teachers generally devote
a full semester or year to classroom experience. UTAS sets
frequent but shorter timeframes to student teaching. Over two
semesters, UTAS students get a few weeks’ introduction to the
classroom and then return to UTAS for additional instruction
before resuming classroom practice, Kercood explained.
Exchange students to Tasmania will need to adapt to the British
education system followed by Tasmania’s public schools. The
British system places greater emphasis on writing, according
to Kercood, “And, school principals tend to be more directly
involved with students on a daily basis.”
Having learned under the British system while growing up in
India, Kercood said she knows “how to switch my mind back
and forth between British and U.S. [models].” That challenge
can only help Butler education students, Kercood believes.
“Following new rules and teaching under a different model
thinking when our
six Butler education
students to UTAS in May
and June 2004. The students
practicums in two local
schools and also enjoyed the
island’s sights. “My students
came to understand students
from halfway across the world and discovered that they are
similar to teenagers in the United States,” Wilson said. “They also
were able to teach in classes with excellent mentor teachers and to
see how good theory is applied in many ways in these schools.”
Shelley was impressed by the warmth and hospitality of the
UTAS faculty and staff she met. “I found them most accommodating
and welcoming, and enthusiastic about their work,”
she said. “They obviously love what they are doing.”
As part of her Australia visit, Shelley attended two student
exchange fairs along with Monte Broaded, head of Butler’s
International Studies program.
Kercood presented at the international conference of the
Association for Behavior Analysis in Sydney, where she
spoke on “Increasing Math Problem Solving Performance
for Students with Attention Disorders.”
Reprinted with permission of Butler University Public Relations.
C O L L E G E O F E D U C A T I O N
Butler Student Compiles State Research on Tutoring,
Research by Butler student Kimberly Clement will enhance
Hoosier educators’ knowledge in the areas of educating homeless
students and tutoring.
A resident of Lowell, Ind., in her third year at Butler, Clement has
been working part time for the Indiana Department of Education
to gain experience toward an individualized major in educational
policy and advocacy through the College of Education.
As a summer intern, Clement researched and compiled IDOE’s
Effective Tutoring Resource Guide. The 33-page document outlines
best practices for the close to 70 Supplemental Educational Services
(SES) tutoring providers working with K–8 students in Title I
I have started creating a network
that, I hope, will enable
me to take
part in creating healthy, productive
and supportive educational settings
that young people need and deserve.
Kimberly Clement ’09
“Every SES provider has a unique program,” Clement said. “This
resource guide needed to respect the diversity of these programs,
while ensuring that the academic needs of students are met.”
Working with IDOE over the next year, Clement will study factors
that allow some homeless students to do well in high school and
college. “The goal is to find commonalities in the lives of these
successful students,” she said. The work is sponsored by the state
arm of the federal McKinney-Vento Homeless Education program.
IDOE Director of the Division of Educational Options Molly
Chamberlin oversaw Clement’s work on the tutoring guide.
“Kim has demonstrated remarkable research skills, as well as
a work ethic that is unbelievable,” Chamberlin said.
For the tutoring guide, Clement reviewed numerous scholarly
journal articles and research reports and spent dozens of hours
analyzing the data to create the report, according to Chamberlin.
“Kim’s policy experience, as well as the research and information
analysis expertise that she’s undoubtedly honed at Butler, made the
project a success. She’s really able to make research meaningful.
“We’re looking forward to her turning the McKinney-Vento project
results into something that is useful, not only at the state level, but
also for schools and programs working with children and youth
“There are so many stories about how homeless youth can fail in
schools,” said Assistant Professor Jody Britten, who has mentored
Clement’s interest in educational policy. Clement’s findings can
potentially “flip public focus [onto] what does work for these
students,” Britten said.
Clement sees her research about homeless students as “something
that can really help make a difference in many young people’s
lives. With this research, I hope that many negative stereotypes
and stigmas associated with homelessness can be washed away.”
Clement said she has grown both academically and personally
through her work with IDOE. “I have started creating a network
that, I hope, will enable me to take part in creating healthy,
productive and supportive educational settings that young
people need and deserve.”
From Challenge to Opportunity and Success
LAUREN ALLISON, ROGER W. BOOP, ED.D. AND SARAH RYAN
The fall semester of the 2007–2008 academic year promised to offer
the usual for Dr. Roger Boop (RWB), but when colleague Dr. Jody
Britten had a bad fall that wreaked havoc with her knee and more,
it became apparent that it would be impossible for her to teach
assigned classes in Developmental Theory and Application. This led
to RWB being offered the “opportunity” to take one of Dr. Britten’s
Ed Psych classes, which by then was in the first week of meeting.
When RWB met with his class the beginning of the second week,
there was clearly an atmosphere of disappointment that Dr. Britten
would not be returning soon. Just in her second year, she had
already begun to construct a reputation of excellence including:
interest in her students, competence in the course content and a
strong technology background to support instruction. Well, the
first of three RWB could count upon, but the remainder appeared
thin to say the least. What to do?
In an ensuing discussion with Dr. Britten, RWB mentioned a
top-flight student or two whom both had shared the previous
year, and an idea was born. Perhaps an undergraduate or two
could assist with the course as “teaching assistants” and bring to
the class the spirit and texture that existed when they had Dr. B
for class. Fortunately, Sarah Ryan and Lauren Allison each could
assist with one of the two class meetings every week. Following
is a synopsis perspective from those two teaching assistants.
This opportunity allowed me to grow creatively because I had
think of new and innovative ways to make topics relevant to
the class sitting before me. This taught me to understand that
students in every class will not learn information in the same
manner, and so there is no way in which to create some “master
schedule” of methodology that can stand the test of time.
Learning to deal with a group of students who were not initially
receptive to our presence was difficult at first. While we were
responsible for teaching them information, we were also their peers,
so the relationship between us was a delicate balance. This experience
helped me grow as a future educator by understanding that you are
responsible for teaching every child, even if they don’t want to be
taught. I was able to learn about how much can be accomplished
through collaborative teaching strategies. This opportunity, while
scary at first, was one that was well worth the time and effort
invested and something I would do again without hesitation.
This experience is one that
I will never forget. ED
241 was a fantastic class
for me when I went
through it as a student.
It taught me many things
beyond the major learning
theorists in education and
the stages of a child’s
development. It was
important to me to keep
those ideals together for
the students that we had.
I wanted to make sure
that they gained all of
the knowledge that we
ourselves had developed if
not more. This was a little difficult as we faced some resistance from
some students in the class, but after a few weeks the pedagogy and
content started to sink in and the class became a good learning
experience, including myself.
That semester helped me grow in many ways. Through helping
with this class, the information became stronger in my mind. I
was also able to see what it is like to work together on a project.
Through our weekly meetings, Dr. Boop, Lauren and I considered
strategies that might have been new to us. We discussed them and
found ways to integrate them into the class. If I could go back to
the beginning of that semester, I would tell myself to not be scared.
This experience helped me grow as a teacher and was well worth
RWB watched these two young women grow in confidence and
competence. Their technology expertise and their peer relationships
made for a successful semester for all concerned. As a testimony to
the experience, Sarah assisted RWB during the spring semester with
his Concepts of Education. Who knows, maybe a new collaborative
approach to instruction will emerge?
C O L L E G E O F E D U C A T I O N
Physical Education Program Equips Prospective
Teachers to Combat Childhood Obesity
DR. MARILYN STRAWBRIDGE M.S. ’77
Obesity is putting millions of people at risk for health problems.
The problem is even more critical for children. Overweight
adolescents have a 50 percent chance of being obese adults. If
that isn’t alarming enough, researchers from the Indiana School of
Medicine report that as many as one-fifth of children with Body
Mass Index greater than the 97th percentile had two or more
cardiovascular risk factors. This included higher than normal
cholesterol, insulin levels, high systolic blood pressure blood
pressure and glucose. Even more disturbing is the knowledge
that obesity in children is also associated with lower self-reported
quality of life, increased fears and sadness and lower self-reported
quality of relationships with peers. These factors can also negatively
affect a child’s readiness to learn. It has been stated that if obesity
continues at the current epidemic proportions, the present generation
will be the first ever to die younger than its parents’ generations.
Butler’s physical education program is engaged in stemming
this trend by preparing and equipping our prospective teachers
to be a very important part of a comprehensive approach to
a multifaceted intervention against this epidemic. Although
schools have reduced the amount of physical education and
recess time, physical educators use this valuable time to teach
physical skills that allow students to perform activities in a
way that increases their competence and confidence. These
new skills bring a greater desire to explore new forms of physical
activity and they foster other positive feelings associated
This new power to use new skills carries over to both increased
enjoyment and movement confidence and usually results in
increased energy expenditure as well. Feeling competent as
movers and realizing the fun and joy found in movement
increases a child’s desire to be active and to seek a variety of
physical activities. By decreasing the focus on competition,
children can express themselves in a variety of movement forms
including sports, but not limited to competitive settings. The
idea of losing oneself in active play is not only healthy from a
movement perspective, it also allows a child to experiment with
different ways of relating to time and space and, consequently,
an expansion of his or her world. All too often children confine
their world to the television of the computer game that is at
their fingertips instead of the space that surrounds them both
indoors and out.
Physical education students at Butler also learn to assess physical
qualities and, in the process, inform and motivate children to be
active. Educators assess a variety of movement qualities such as
basic locomotor movements: traveling, running, skipping, throwing,
catching, jumping and striking
in different pathways and on
different levels. Currently, health
related fitness is a priority in
most schools, such as cardiorespiratory
fitness, strength and
flexibility. In addition, teacher
candidates learn to assess athletic
movement qualities such as
speed, agility, reaction time,
eye hand coordination and
others. Through the process
of assessment, children can
know their own strengths and
weaknesses. They begin to know
their bodies’ capabilities and
then can extend those capabilities
using their mind. Although
all movement is an integrated
mind/ body experience, physical
educators teach others to
enhance that experience in
deliberate, progressive ways.
The use of assessment as a motivational technique was demonstrated
in Lifetime Fitness classes for Butler students enrolled in PE 101
during the spring semester. “Fitnessgram” is an assessment system
package that assesses health related fitness and includes physical
activity programming based on assessment results. When Butler
students took this series of physical tests it was quite apparent that
they were more motivated to perform their best because the focus
was geared to establishing a criterion-referenced standards that were
individualized and that emphasized personal fitness for health rather
than on goals based on performance or other expectations. This
focus gets away from the idea that testing is punitive, a practice that
may discourage children relative to the goal of increasing physical
activity in their lives.
Physical education students are also involved in learning about
a very important national program designed to be a comprehensive
approach to preventing obesity. The Indiana Coordinated
School Health Program is our state’s effort focusing on the
many aspects of a child’s school day that impacts their health
and nutrition. For example, the physical educator in a school
building combines efforts with the school nurse, the athletic
staff, the school lunch program personnel, after school activities
staff, teachers and administrators. This concerted effort formulates
policy and practice with the goal of improving the health
and fitness of children from a preventative perspective so
important to combating obesity. As a student progresses
through their school day they experience a series of changes
that have been implemented, such as healthier vending machine
offerings, more physical activity in their classes, a healthier
school lunch, monitoring of health markers by the school nurse,
more physical activity in after school programming and more
health education opportunities throughout the school day.
Butler University physical education majors are fully aware
of the important part they play in dealing with this insidious
health problem. They engage in debate about solutions to
the problem, present actual physical education classes at their
practicum sites, immerse themselves in the literature and gain
valuable knowledge and experience that help them become
part of the solution.
C O L L E G E O F E D U C A T I O N
Outback, Butler Partner for Bookin’ With the Bulldogs
Indianapolis-area Outback Steakhouse restaurants have teamed up
with the College of Education and Butler’s Department of Athletics
to encourage children to read.
In the Bookin’ With the Bulldogs program, students in kindergarten
through grade 8 can earn a complimentary Joey children’s meal from
Outback and a ticket to a Butler athletic event by reading 10 books
or listening to 10 books read to them.
In the program’s initial rollout, student teachers from Butler’s College
of Education distributed Bookin’ materials to 755 youngsters in 25
elementary schools in Marion, Hendricks and Hamilton counties.
Participating school districts include Indianapolis Public Schools;
Lawrence, Warren, Wayne and Washington townships; Hamilton
Southeastern; Carmel; Westfield; Pike; Avon and one private school.
As added incentives, Butler student-athletes visited classrooms to
read books. In January, the program hosted a children’s literacy fair
at Hinkle Fieldhouse, coinciding with a Bulldogs’ men’s basketball
game sponsored by Outback Steakhouse. This event was named
the Silver recipient in the men’s basketball single game promotion
category for division II by the National Association of Collegiate
Marketing Administrators (NACMA).
“We are really excited about our involvement with the Butler
University Bookin’ With the Bulldogs reading program,” said
Outback Joint Venture Partner John Benjamin. “Literacy is so
important to our youth. This program presents reading in such a
positive light by having the message come from these local heroes,
the Butler University athletes.”
Butler football players Greg Pachacz and Buck (Jesse) Ulrey presented
the first Bookin’ With the Bulldogs reading in September
at North Wayne Elementary in Wayne Township. Pachacz is a
pharmacy major from Schererville, Ind., and Ulrey is a marketing
major from Elkhart, Ind. Student teacher Tyler O’Brien said her
sixth graders loved hearing the athletes read. O’Brien hopes the
program will encourage young people “to correlate reading with
positive things and not simply homework.”
Having her students meet the athletes and come to Butler games
“presents the whole idea of college to these kids at a young age,”
added O’Brien, a native of Winnetka, Ill. “It tells them that college
is not some unobtainable thing. It is possible for them to get there.”
Student teacher Katie Doane of Louisville, Ky., brought Bookin’
With the Bulldogs to Fishback Creek Public Academy in Pike
Township. Principal Larry Young appreciated that program
participation “can be a choice... a fun way to expose children
to more reading,” Doane said.
Instructor of Elementary Education
Angela Lupton sees the Bookin’ program
as a way for her College of Education
students to give back to the schools where
they are gaining professional experience.
Having celebrities from Bulldogs sports
read to the younger students also
“demonstrates the connection between
being a great student and a great athlete,”
she said. “It promotes the Butler Way of
going the extra mile.”
“Bulldog student-athletes are eager to demonstrate their commitment
to education by sharing the gift of reading with
young Indianapolis students, in partnership with Butler’s
College of Education and Outback Steakhouses,” said
Athletic Director Barry Collier.
Lupton and Collier both expressed appreciation to Outback for its
program support. “The willingness of Outback to see this program
succeed speaks to their commitment to the greater Indianapolis
community and its children,” Lupton said. “We anticipate that
hundreds and hundreds of children will soon be Bookin’ with
Central Indiana COE alumni who teach in grades K-8 can contact
Angela Lupton about having their classroom participate in fall ’08 by
emailing her at firstname.lastname@example.org.
Physical Education and the Key Learning
Community: Partners for Teaching and Learning
DR. MINDY M. WELCH ’79
The physical education program was fortunate to collaborate
with Indianapolis Public Schools and The Key Learning
Community (KLC) for a field-based methods practicum
as part of a PE331 Early and Middle Childhood Methods
course. With the support of KLC Principal Dr. Christine
Kunkel, 13 physical education majors, Assistant Professor
Dr. Mindy Welch and bodily kinesthetic practitioner
Heidi Yates worked together teaching and learning with
Kindergarten through fifth grade students at the KLC
North Campus during the spring semester.
The College of Education mission encompasses the core values
of a) integrity and responsibility, b) teaching, learning and
mentoring, c) diversity and similarity and d) theory, practice
and collaboration. The vision that mobilizes the mission draws
inspiration in part from the works of Parker Palmer in Courage
to Teach. Notions of connectedness, taking risks, advocating
for all children, innovation, investing in school communities
that challenge held beliefs and the status quo for the purpose
of transformational experiences are harmonious with the
courage required to be agents of change.
The KLC grounds itself in part to the seminal works of
Howard Gardner’s Theory of Multiple Intelligences (MI).
Divergent from a traditional view that “intelligence” equates to
the ability to answer questions on a cognitive test, MI theory
espouses pluralistic problem-solving attributes of a universal
nature consequential to a particular cultural community.
According to Gardner (1993), “... we believe that human
cognitive competence is better described in terms of a set of
abilities, talents, or mental skills, which we call ‘intelligences.’
All normal individuals possess each of these skills to some
extent; individuals differ in the degree of skill and in the
nature of their combination.” The seven intelligences include:
1) musical, 2) bodily-kinesthetic, 3) logical-mathematical,
4) linguistic, 5) spatial, 6) interpersonal and 7) intrapersonal.
In his discussion of bodily-kinesthetic (BK) intelligence,
Gardner (1993) explains that “... bodily movement undergoes
a clearly defined developmental schedule in children. And there
is little question of its universality across cultures... the ability
to use one’s body to express an emotion (as in dance), to play
a game (as in sport), or to create a new product (as in devising
an invention) is evidence of the cognitive features of body
usage.” The consideration of physical education as a bodilykinesthetic
intelligence is consistent with the physical education
program’s fundamental belief that student learning in our
discipline garners lifelong benefits and relevance to what it
means for holistic quality of life.
Each Butler student developed content and pedagogical
knowledge and skills that are essential for K-12 student learning.
The framework for motor skill development included four Skill
Themes, (BSER): Body (e.g., wide, narrow, symmetrical, and
asymmetrical shapes), Space Awareness (e.g., self and general;
levels and pathways), Effort (e.g., fast, slow, light, strong) and
Relationships (e.g., wide/narrow, mirroring/matching). These
Skill Themes combined with three Movement Concepts:
Manipulative (e.g., throwing/catching), Non-manipulative
(e.g., jumping and landing), and Locomotor (e.g., skipping
and fleeing) incorporated through Educational Gymnastics
and Educational Games.
Video analysis of actual teaching episodes included time
that KLC students were engaged in management, activity,
or teacher instruction, and task progression in content
development. Teacher movement during instruction, coded
by peer observers during a live setting, was an authentic
indicator of teacher effectiveness in the dynamic physical
Developmentally Appropriate Practice
One central theme in the PE331 Early and Middle Childhood
Methods was developmentally appropriate practice. The idea that
teachers teach to groups, but students learn individually presents
one of the most enduring challenges for any teacher. In this way,
the adage “if my students have not learned, I have not taught”
compels novice and expert teachers alike to ascertain what it takes
to effectively plan and deliver meaningful. Butler students applied
the principles of Generic Levels of Skill Proficiency (GLSP) to
their study of developmentally appropriate practice as it relates
to motor skill development and bodily kinesthetic intelligence.
Applying this classification system helped Butler students after
observing BK classes and reflecting on their teaching to make
informed decisions to determine overall ability in response to
two critical questions: 1) what is the ability level of this class,
and what tasks/activities work best for a class at this GLSP?
The College of Education and physical education program is
grateful for the opportunity to join forces with the Key Learning
Community as partners dedicated to teacher education, student
learning, and professional development. We are energized and
enthused by the prospects of ongoing collaborative ventures in
field based learning, undergraduate and professional research,
and further projects that will mobilize our respective missions
to transform lives.
C O L L E G E O F E D U C A T I O N
Graduate Students and Faculty Offer Peer
NICOLE LABRECQUE ’08 AND EMILY JOHNSON ’08
Twenty-four Middle School
students from Park Tudor
School visited the Butler
University campus on Feb. 7,
2008, to participate in peer
mediation training. Ten
graduate students in the
school counseling program facilitated the sessions with the sixth,
seventh and eighth grade students. Angela Overpeck, middle
school counselor at Park Tudor School, and Dr. Tom Keller, chair
of Butler’s school counseling department, supervised the training.
Candidates who are selected to participate in
the Experiential Program for Preparing School
Principals (EPPSP) are expected to go Above and
Beyond during the two-year cohort experience.
Going Above and Beyond means students do
more than is required and participate in activities
that stretch them into exceptional leadership
opportunities. Although students value learning
content about educational leadership theorists, knowledge and
standards, equally valued is the relevant and experiential learning
that takes place outside the classroom. EPPSP students spend
innumerable hours outside the classroom working on proficiencies,
participating in internships, and practicing leadership skills. Over
the last six years, students in EPPSP have demonstrated exceptional
leadership |expertise by participating in just a few of the following
Above and Beyond activities:
Brown v. Board of Education — Mike Raters (Group 23) started
inquiring about how to share the 50th anniversary of Brown v.
Board of Education with school leaders. In the end, Mike and
a committee organized a Clowes Hall Celebration of Diversity
Distinguished Lecture Series event featuring the Linda Thompson
and Cheryl Brown Henderson — the Brown Sisters.
Minority Recruitment Summits — On two separate occasions, students
in EPPSP organized recruitment summits focusing on under
represented populations. The purpose of the summits was to recruit
diverse candidates for teaching and school leadership. The summits
were successful and yielded an increase in the EPPSP candidate pool.
Cultural Competency Workshop — During a summer session,
EPPSP students organized a Cultural Competency Workshop
featuring Dr. Roger Cleveland presenting research on creating
a school culture that understands and values the concept of
The peer mediation training prepared students to mediate minor
conflicts amongst students without direct adult intervention.
This leadership training included activities designed to increase
awareness of more positive and constructive resolution styles.
Students were given opportunities to practice these skills
through role-play and discussion.
Baseline data was gathered prior to the workshop, which will be
followed by a post-test, to measure differences in the mediator’s
style of conflict resolution and self-confidence. This research was
part of the requirements of ED673: Research in Counseling for
two graduate students.
EPPSP Students Go Above and Beyond
DR. DEBRA R. LECKLIDER, DIRECTOR EPPSP AND GRADUATE OF GROUP 7
Legislative Statehouse Visit — Knowing the importance of
legislative decisions impacting education, EPPSP students, under
the leadership of Cathy Southerland (Group 23), spent a day at
the statehouse learning more about state government. Governor
Daniels spoke to EPPSP students along with Dr. Suellen Reed
and several legislators.
EPPSP 25th Year Reunion — Craig Smith (Group 24) and Amy
Espich (Group 24) planned a 25th year reunion for all EPPSP
graduates. With over 350 graduates in attendance, Dr. Nygaard
received the lifetime achievement award as the “father of EPPSP.”
Dr. Nyggard later shared that “the evening was one of the greatest
nights of his life.”
Pay It Forward — Group 26 and 27 students have been involved
in a Pay It Forward project — the concept of doing good things for
others, and in turn, they pay it forward to others. Projects ranged
from sending encouraging notes to teachers to collecting money
for Ambassadors for Children.
Special Education Symposium — Under the leadership of Liz Hall,
Gina Fleming and Britt Mattix (Group 25 students), over 600
educators participated in a special education symposium at Butler
University featuring Dr. Robert Marra, associate superintendent
and director, Indiana DOE Division of Exceptional Learners.
These Above and Beyond activities represent just a few of the
endeavors EPPSP students participate in as they study educational
leadership. As future leaders, EPPSP students understand the
importance of taking extra initiative. They understand that
leadership is about building relationships with people and
members of the community. They understand the importance
of going Above and Beyond.
EPPSP Group 27 Students Pay It Forward
KENDRA STINSON ’09
As Experiential Program for Preparing
School Principals (EPPSP) Group 27
students, Director Dr. Deb Lecklider
requires each of us to implement a Pay It
Forward project as one of our assignments.
Each EPPSP student is to create a project
that impacts others. This is different than a
community service project in the fact that
not just one person or group is impacted,
but rather the impact keeps rippling — or
pays it forward.
Group 27 members are the second
group of EPPSP students who have
completed this project. Some chose
to have their students implement a
Pay It Forward project, while others
implemented their Pay It Forward
project with help from their colleagues,
sports teams, churches or communities.
Blair Williams, a seventh grade science teacher at Zionsville
Middle School, challenged her students to Pay It Forward.
In talking with one of her classes about the project, students
expressed that they felt good when a friend decorated their
school locker. Usually only sports teams get their lockers
decorated. The students decided to start decorating each
other’s lockers. The way this worked was if someone got
their locker decorated then they would decorate two other
students' lockers. Over 150 students had their lockers
decorated. Mrs. Williams states, “It is great to see middle
school students doing nice things for each other and making
others feel good about themselves.”
Fatima Ali, a fourth grade teacher at Greenbriar Elementary
School, wanted to change the climate of her classroom through
her Pay It Forward project. The design of her project was to
develop a “crew” of positive people where students needed to
earn the right to be a part of the Blue Crew. The way to enter
the crew was simply to make a pledge to be positive on a daily
basis. Students earned their name on a Build A Dream wall
outside of Ms. Ali’s classroom once they made five consecutive
days of being positive or bouncing back from a bad attitude.
Students encouraged each other and recruited others into the
Blue Crew by wearing the color blue, wearing blue bracelets
and passing their bracelets on to someone who needed positive
influence. At the conclusion of this project, there were over
125 members of the Blue Crew.
Another student, Meghan Brothers, conducted a community
Pay It Forward project to raise money for Butler University’s
Ambassadors for Children chapter. After learning that a Butler
was involved in
for the chapter,
her school and
community in the project. Meghan made 10 envelopes with
instructions on how to Pay It Forward and left them throughout
the school and community. She started by putting $1.00 in each
envelope and asked others to Pay It Forward. She raised over $450
for the Ambassadors for Children chapter.
The project that I did focused on giving recognition to staff
members in my building. It has been my experience that far
too many times, people do amazing deeds that go unrecognized.
For my project, I started off by finding two staff members who
did something that deserved recognition or something that just
brightened my day, and wrote them each a note of appreciation
for what they did. On the back of the note card, I gave directions
asking them to Pay It Forward and recognize one or two of their
colleagues. As of today, over 20 staff members have been recognized
for their hard work and/or good deeds. It is my hope that even
though the project is formally over, each of us will remember
how it feels to be recognized for what we do and will continue
to recognize our colleagues and students for all they do.
This assignment was a terrific way for all of us to make a
difference for others. The wonderful outcomes and responses
from the Pay It Forward projects show that no matter how big
or small we each have the ability to positively impact the lives
of those around us.
C O L L E G E O F E D U C A T I O N
Preparing Teacher Leaders Through Teacher Research
FOR US, TEACHING IS RESEARCH AND RESEARCH IS TEACHING.
— MADELINE GRUMET—
JUDY LYSAKER, DIRECTOR METL
The Masters in Effective Teaching
and Leadership program (METL)
in the College of Education is one
of only a few in the country with
a commitment to teacher research.
All students take a set of courses support
them in developing as teacher
researchers; educators that generate
ideas, conduct classroom research
and share that research to reform
practice and enhance the lives of students in classrooms. At
Butler, teacher research is grounded in the idea that teachers
are particularly situated to generate new ideas and be critical
contributors to a body of knowledge about teaching, learning
and educational issues. We believe that that teachers should
empowered to do this work through the development of a
personally relevant and useful set of research and writing
strategies. This year the innovative teacher research work of
our students has energized our program. The students whose
work is described below are examples of the kinds of projects
that METL students chosen to pursue this academic year.
and inspired from my analysis
As a teacher-researcher, I have been
able to examine my beliefs about the
way students learn and accordingly
investigate my interests to pursue how to
best meet their needs. Feeling activated
classroom motivates me to continue
studying at Butler and on my own.
Sara Simpson, METL ’08
of the Project Approach and how that play leads children to
authentic uses of reading and writing. Her work involves an
intense use of photographs and field notes that capture the
activity and talk of children of play as well as their engagement
in literacy. The documentation that Amanda has created from
her work is an important statement about the ways in which
play contributes to literacy learning in the early years.
Viola Hamilton Mitchell conducted an interview study on the
influences of literature on children’s perspective of social issues
with the exiting fifth graders in her elementary school. She
was interested in finding out what those students remembered
about the books they read during their time in elementary
school and whether those books influenced their thinking
about social issues. Viola’s work involved a diligent and
detailed thematic analysis of interview data. Viola says about
her work: “My teacher research revealed a deep cognizance of
the dynamics of social issues and how those issues affected my
students as individuals within social structures. Interviews
revealed that much of this awareness resulted was tied in their
memories to the literature they had read throughout their
elementary school. This was a highly personal journey for
them bringing much growth about the world and how
social issues deeply permeated the world they lived in.”
Marcy Buergler, a first-year literacy coach, has spent several
months examining the role of the literacy coach from a first
person perspective. Her data collection includes interviews
with teachers she coaches, written feedback from teachers,
field notes of teachers working under her supervision and
her own research journal in which she has chronicled her
experiences as a literacy coach. Marcy’s work represents an
original approach to addressing the work of a literacy coach
because it examines the relational demands of coaching and
the transition from teaching to coaching from the perspective
of a first year coach.
Janice Marler, a third grade teacher with an interest in mathematics,
designed a study in which she examined children’s use of reading
strategies within her math workshop. She has documented and
described the ways in which children make connections, infer,
synthesize and question as they problem solve in math. Janice’s
work contributes to a new line of research in this area and is likely
the first such data collection in an elementary context.
I believe that attitude is fundamental
to success, and I feel as though
it is a
factor in the overall growth achieved by
students receiving intervention services.
Angela Miller, METL
Importantly Sara’s approach helps students learn the academic
language that if often difficult for struggling learners and yet
needed for success in school. Sara not only developed this
tool but collected data on its use with two groups of title one
learners. Her analysis reveals the ways in which children use
the notebook to think across curricular areas. Sara considers
teacher research a context for critical reflection on her practice:
“Butler University’s METL program has encouraged me to
think deeply about my daily teaching routines. As a result, I
have countless questions, convictions, examinations, pursuits,
passions and celebrations. My previous habits have progressed
into intentional teaching, much to the benefit of my students.”
The culture of teacher research in the METL is also evident in
the teacher research projects which are undertaken by students
prior to their thesis projects, taken up simply because of interest,
curiosity and a commitment to knowing their students and
Lori Wilderson spent the spring semester studying the ways in
which the implementation of an artist’s studio in her kindergarten
classroom inspired children’s engagement in literacy. Her
data collection includes photographs, journal writing and filed
notes. Recently Lori wrote to say, “I wanted you to know that
my principal came in my room today and I had the kids show
her their Monet mural. She liked it so much that she wants to
frame it in the school. I was so proud! I also described the art
studio and how it started the Monet project and its connections
with balanced literacy. She thought it was great! I told her I would
share my project/documentation with her when I am done.”
Another of our first-year students, Angela Miller, took on a
project in order to examine the ways in which the reading
intervention she provides influences the reading motivation of
her students. “I believe that attitude is fundamental to success,
and I feel as though it is a factor in the overall growth achieved
by students receiving intervention services. I would like to find
out if the intervention that I am providing to my students is
helping them to become willing and motivated readers. Most
research is focused on an intervention’s affect on academics.
However I would like to consider ‘success’ from a different
angle.” For her teacher research is a vehicle for knowing and
responding to all her students.
These new teacher researchers have used their skills to examine,
better understand and make changes in their teaching lives for
the benefit of children. They are taking charge of their own
teaching lives and becoming school leaders in their asserting
their beliefs about learning based in their own research.
Amanda Angle is passionate about the importance of play
and set out to document the uses of play in her kindergarten
classroom. She spent the year studying the ways in which her
kindergarten children use play within the curricular framework
Sara Simpson has used her thesis project to develop and
instructional tool she calls the “Reading Notebook.” This
notebook was designed for her title one learners to aid them
in noticing, naming and using language learning strategies.
C O L L E G E O F E D U C A T I O N
Journey to the National ASCD Conference
HEATHER (MOORE) DECAUDIN ’94, ’01, KATIE MORTENSEN ’03 AND COURTNEY FINKLER ’06
What happens when three Butler graduates are put on the
same grade level team at Eagle Creek Elementary School in
Pike Township? You are not only guaranteed a good time, but
also a group of individuals who are always willing to try something
new in order to make their students more successful.
During the spring trimester of 2007, after attending a
Professional Development Day about using Student Led
Inquiry Cycles, the three of us were excited about using this
method in our classroom. We worked together to plan and
implement our first inquiry cycle, which was about animals
and their habitats. We were extremely excited about how well
the projects turned out. We had a great experience using
inquiry and knew this was a strategy we wanted to continue to
use in our classrooms and share with our colleagues.
As we collaborated with our colleagues, we looked for other
opportunities to share what we had learned. Our search, with
the help of another Pike Township employee, led us to the
National ASCD conference. We started our process by writing
a proposal for a general session. What a thrill when they told
us not only had our proposal been accepted, but they wanted
us to be a recorded, ticketed session. This acceptance affirmed
our belief that what we were doing was a best practice.
As we continued to do inquiry based-learning with a new
group of students, we met weekly to discuss our successes,
concerns and the style of our presentation. As the presentation
got closer we began to put all of our information into a
PowerPoint presentation and take video and pictures of
students in order to document their journeys to becoming
independent thinkers. Our principal, who is a big supporter
of the inquiry process and our presentation, with a little
begging, agreed to let us interview and videotape her on
an administrator’s view of what is expected.
Once we had a presentation put together, we were lucky to
be able to present to two Butler COE classes. Our final runthrough
was given to Butler COE professors, as well as Pike
Township teachers and administrators. After receiving valuable
feedback from our presentations, we made some final tweaks
and were ready to go!
We were off to New Orleans. The annual ASCD conference
spans four days and brings in some of the biggest names in
education. We had the opportunity to listen to the following
notable leaders in education: Dr. Carol Ann Tomlinson,
Robert Marzano and Dr. Douglas Reeves. We felt lucky to
be presenting on the last day of the conference, allowing us
time to attend sessions and gather valuable information to
use in our classrooms and our presentation.
The next thing we knew it was Monday and our turn to
shine. We presented to 50 teachers, principals, educational
consultants, college professors and superintendents. Our presentation
lasted approximately 90 minutes and led our participants
through an inquiry cycle of their own. We got great
feedback and gathered many ideas that furthered our knowledge
of Student Led Inquiry Cycles. We were even invited to
present at the Indiana ASCD conference in November 2008,
where we hope to see lots of Butler alumni in the crowd!
Alumnus Edits Book on Equitable Classrooms
Butler Education graduate Ryan Flessner
’97 is co-editor of a new book suggesting
ways to offer unbiased, quality instruction
for all students. Flessner, along with
Cathy Caro-Bruce, Mary Klehr and
Kenneth Zeichner, edited Creating
Equitable Classrooms Through Action
Research (Corwin Press).
In the book, 10 teachers of the
Madison (Wisc.) Metropolitan School
District describe their individual
classroom research projects, ranging from outreach to dropouts
and instruction for English Language Learners to a high
school science department’s decision to “de-track” classes,
mixing students with different achievement levels.
Classroom teachers, as well as individuals working for school
districts or in the policy arena, can adapt the book’s ideas for
educational change, Flessner believes. “While there are many
collections of teachers’ studies, there are none of which we are
aware that focus solely on the topic of educational equity,”
A doctoral candidate in Curriculum and Instruction at the
University of Wisconsin–Madison (UW-M), Flessner defined
action research as “the systematic study of one’s classroom
practice in order to effect change” at a grassroots level. By
gathering and reflecting on data such as student work, journals,
and assessment scores, teachers can “answer a question that
is puzzling them, respond to critiques about teaching and/or
education, improve their practice, or corroborate or refute
other educational research,” Flessner said.
Cathy Caro-Bruce, an educational consultant for the Wisconsin
Department of Public Instruction, is glad she invited Flessner to
join the editing team. “I don’t think that we could have found a
better co-author and editor,” she said. “He designed a review
system with criteria to determine which equity studies should
be included in the book. He met with and meticulously edited
studies with the action researcher authors. Most importantly he
made significant contributions to the chapter in the book that
looks across all the studies to share what we can learn about
equity pedagogy from these studies.
Flessner sent a copy of
Classrooms to Butler’s
College of Education,
inscribed to the COE “...
where it all began. Thanks
for the solid foundation
and the continued encouragement
along the way.”
“While at Butler, I had
amazing professors who
pushed me to be the best
teacher that I could be,”
he said. “Arthur Hochman
and Ena Shelley have been
wonderful mentors as I progressed through my undergraduate
education and as I moved on in my career.”
Flessner instructs elementary education majors at UW-M on
the teaching of mathematics. He also supervises practicum
students and student teachers in two Madison schools as part
of a Professional Development School partnership between
the University and Madison Metropolitan School District.
Flessner and his wife, Courtney Cranfill Flessner — also a
1997 elementary education graduate of Butler — both taught
elementary grades in Indianapolis and New York before moving
to Wisconsin. They have one son, Abel.
He first applied action research while earning his master’s
degree in Curriculum and Teaching from Teachers College,
Columbia University in New York City. For his master’s thesis,
Flessner documented students talking about assigned novels
in literature circles. Through the research, he learned “about
the power of teachers taking responsibility for their own
professional development and growth.”
Reprinted with permission of Butler University Public Relations.
C O L L E G E O F E D U C A T I O N
College of Education Distinguished Alumni
Friday, May 9, 2008 not only marked the annual Senior Celebration — for the first time this special
evening was also used to honor those voted on by the full COE faculty to earn the distinction of a
COE Distinguished Alumni. We welcome the following inductees into this special group:
MARK WEAVER B.S. ’81, M.S. ’83
Science Department Chair and Teacher, Clay Middle School, Carmel
Indiana’s 2004 Teacher of the Year, Mark Weaver is in his 26th
year with Clay Middle School. He sponsors the Naturalists
Club and supervises a large Outdoor Ecology Laboratory and
pond area on the school’s campus. A co-sponsor of intramural
programs, he is an announcer/timer for football and basketball.
His professional honors include an IPL Golden Apple, Milken
National Educator award, and Disney’s American Teacher
Award. He was accepted into the 2007 Japan Fulbright
Memorial Fund program by the Government of Japan.
Weaver serves on Butler’s COE Board of Visitors, the Teacher
Advisory Council to the State Superintendent of Public
Instruction, Board of Directors to Rose Hulman’s Institute
of Technology’s online resources in Indiana Science and
Mathematics, and the Board of Advisors for “Brain Quest.”
He is a volunteer for the Salvation Army.
SONYA WEBER B.S. ’97, M.S. ’02
Grade 3 Teacher, John Strange Elementary, Washington Twp.
Sonya Weber’s classroom is the site of exciting, active learning,
according to John Strange Principal Mary Ann King, who
nominated Weber. King praised Weber’s interest in applying
new ideas in the classroom, such as a recent project that
clustered students for math instruction, allowing them to
choose activities that best fit their learning styles.
Weber communicates regularly with parents about school
events and student behavior through notes, phone calls,
newsletters and calendars. “Parents want their children in
her classroom, often specifically requesting her as a teacher,”
With the John Strange faculty since 1997, Weber co-chairs the
school’s technology committee and is a team leader for third
grade teachers. She has served as treasurer for the Washington
Township Education Association. She is a March of Dimes
family-walk team leader and a supporter of USA DOGS
(Defenders of Greyhounds).
Distinguished alumni (from left to right) Deborah Corpus, Mike Ayres (on behalf of the late Robert F. Ayres), Mark Weaver and Sonya Weber
ROBERT F. AYRES B.S. ’49, M.S. ’52
Former administrator for Frankfort and Huntington,
The late Robert Ayres served education in Indiana for 41
years. Starting as a teacher at Orchard Day Country School
from 1948–1950, Ayres served as dean of boys at Frankfort
High School (1950-1959) and then as the school’s principal
(1959–1965). He was assistant superintendent of Huntington
High School (1965–1975) and then returned to the Frankfort
School Corporation as its superintendent (1975–1989.) Ayres
was known for his ability to build working relationship, his
devotion to youth and his wealth of knowledge concerning
education and curricula.
A WW II veteran, Ayres was active in Rotary International and
St. Matthew’s United Methodist Church and on the boards of
the Boys and Girls Club of Clinton County and United Way.
He and his wife, Helen Denton Ayres, had five children. Two
sons are Butler graduates: Mike Ayres ’73, who accepted the
award on his father’s behalf, and Dr. John Ayres ’79.
DEBORAH CORPUS, ED.D., B.S. ’74
Associate Professor of Education, Butler University
With the COE faculty since 1997, Corpus advises the reading
instruction program. She is also chair of the COE Honors
Committee; a University Core instructor, and a member of
the NCATE Accreditation Team. She held the Richard Guyer
Professor of Education Chair from 2003–2006.
Corpus arms her Butler students with “a deep and thoughtful
knowledge of reading instruction and the richest toolbox of strategies
grounded in theory,” wrote nominator Arthur Hochman. Her
reading methods course based at two Washington Township
elementary schools “show her commitment to K-12 to serve
education beyond Butler University.”
Corpus spent 12 years with Washington Township as curriculum
coordinator and reading recovery teacher. She was also a reading
and writing instructor for Westlane Middle School; J. Everett
Light Career Center and Maconaquah High School and Martin
SEEKING NOMINATIONS FOR THE 2009 DISTINGUISHED ALUMNI AWARD
The College of Education at Butler University seeks to recognize Distinguished Alumni from both its undergraduate and
graduate programs. Individuals nominated should be candidates who have demonstrated an ongoing commitment and service
to elevating the field of education or who have been recognized regionally or nationally as outstanding leaders in education.
Individuals should also demonstrate a contribution toward the vision of the college, which asks educators to advocate for
schools as they should be, not simply perpetuate schools as they currently exist. For complete guidelines as well as the
official nomination form, please go to www.butler.edu/coe and use the pull-down menu marked “alumni.”
She is publications chair for the Indiana State Reading
Association and vice president of the ISRA subgroup Indiana
C O L L E G E O F E D U C A T I O N
FACULTY AND STAFF
COE Alumni in the News
The following is just a snapshot of the great work our alumni are doing in their schools and
community. To be considered for inclusion in future publications, please email email@example.com
with your professional milestones that occur during the current academic year.
JANICE MARLER ’04
College of Education alumna Ms. Janice Marler, a teacher a
Fox Hill Elementary in the MSD of Washington Township, has
been named a Golden Apple Winner for 2008. The IPL Golden
Apple Awards program honors educators who “creatively use
math, science or technology in the classroom to inspire and
motivate improved student achievement.” Janice also shared her
excellence in mathematics education as she presented with COE
faculty member Dr. Steve Bloom at the National Council of
Teachers of Mathematics in April.
LIESL SCHULTZ ’95
Butler graduate and former professional basketball player
Liesl Schultz is now teaching preschool at the Schlitz Audubon
Nature Preschool in Wisconsin. Her career change was featured
in an article entitled, “Coaching a Much Shorter Team: Basketball
Court Was Her Classroom; Now It’s the great Outdoors” in the
Milwaukee Journal Sentinel. To view the entire article, go to:
Returning to the COE, Alumni Helping to Shape
a New Generation of Teachers
AMY SCHAFFER ’92
Mrs. Amy Schaffer co-taught the ED206 course Introduction
to Early and Middle Childhood Education with Dr. Arthur
Hochman this year. She was loved by the undergraduates and
looks forward to helping with student teacher supervision in
STEPHANIE KINSER ’03
Ms. Stephanie Kinser co-taught the ED204 course Infusion of
the Arts in the Early and Middle Childhood Curriculum with
Dr. Arthur Hochman and Tim Hubbard this year. She hopes to
continue with this role by utilizing a distance learning format as
she moves to California to teach and pursue graduate work.
Butler alumni who served as University supervisors for our
student teachers in 2007–2008:
Mrs. Carol Campbell ’72, M.S. ’76
Ms. Cathy Hargrove ’97 (currently a COE Master Practitioner)
Ms. Kathryn Szwed ’98, M.S. ’01
Ms. Jen Wheat ’01, M.S. ’05
PROFESSIONAL DEVELOPMENT OPPORTUNITIES
The College of Education offers a wide variety of workshops for
graduate credit. The credits earned can be used by professionals
in the field to renew teaching, counseling, and administrative
licenses and/or to further their professional development. Any
professional in their field is also highly encouraged to submit
a proposal for presenting a workshop in our program. Please
contact Cindy Smith at firstname.lastname@example.org if you are interested
in presenting a workshop. Our current workshop schedule and
instructions to register can be found on our website at
www.butler.edu/coe — click on Workshops.
DR. MARTY MEYER
It is time I fold my tent and slip
away into the night, a process for
leaving the “world of work” to the
“world of who-knows-what.” Some
people plan for this moment their
entire lives, with shelves full of
travel books, lists of things they
want to do, skills to learn they
never had time to learn, and the
revivals with friends that were neglected too much during
those “working years.” As for me, I really have no real plans,
just ideas that may or may not come to pass.
For me, retirement from Butler is about saying a proper good-bye.
Yes, there are people I will visit with, hugging, and also knowing
that I will probably never see many of them again. There are
students I will miss very much as I strive to make sure their files
are all in order, that I have forgotten nothing that would impede
their careers. I remember so many of our conversations, both
professional and personal. It is so nice when students come here
— to Butler — to learn, and then after they leave the College of
Education, they become not just former students; they become
For some reason, I find myself saying deeper good-byes in
ways that sear into an imaged memory of quiet moments.
Places seem to hold me tighter now than ever before. There
are spring bulbs outside the southwest door of Jordan Hall.
Hyacinths: four white, one blue, three pink. They were planted
for my own memory of Richard Guyer so that every day I
entered that door, I would remember Dick. My office is a place
where the West sunshine dances through a prism, and spreads
the rainbow over some books that have shiny, white covers.
The dance of light always changes, just as our places here at
Butler do as well.
As I clean out the desk drawers, I run my fingers over the
dentil work that surrounds the lip of the desk, patina that the
“Antiques Road Show” would marvel to describe. I wonder
who spilled the ink bottle in the top drawer, and if this is the
same ink that was used to write, and to write, and to write. I
find books sent to me for examination, never opened. I crack
the cover to find the “new smell” is still intact, just like riding
in a new car for the first time. 1997 – that was a good year.
Some topics and words have changed, but much has not. I
For me, retirement from Butler
is about saying a proper good-bye.
Yes, there are people I will visit
with, hugging, and also knowing
that I will probably never see many
of them again... It is so nice when
students come here — to Butler —
to learn, and then after they leave
the College of Education, they
become not just former students;
they become my friends.
Dr. Marty Meyer
wonder why we always must teach from the newest books,
when we can still learn so much from older ones. Just as in
retirement, we cannot go into the future without the power
of our past. Any new text is only the many years’ compilation
of hundreds of texts from differing viewpoints. Retirement
must be very much like that — a knowledge base that is
interpreted in many different ways. I guess it is up to each
of us to understand what we really have to know about this
upcoming new life.
It has been a proper good-bye-ing. I have packed my “nose”
collection, my wedding pictures of so many students, my
antique doll in her stroller, and rolled my wheelchair into the
trunk of the Echo, spilling its wheels into the sun. The boxes
are in a jumble and will sit for awhile — just sit. Before I left
I turned to see the emptiness that will now absorb a shadow
of myself. I wonder if Dr. Silvers stared at these same walls,
too, remembering the people, the laughter, the thinking, the
knowing, and the doing. Time to lock the door for the last
time. Thank you, Butler.
C O L L E G E O F E D U C A T I O N
FACULTY AND STAFF
Highlights of a Great Career
DR. JOHN BLOOM
The gods smiled on me in the late ’60s when they hinted I
just might have the makings of a good counselor. Little did I
know just how much I would enjoy my career, first as school
counselor and later as counselor educator. Nor did I know
how many lives I would touch, directly through my students
or indirectly through their students, but I did do the math.
Forty-some years times an average of 24 counseling students a
year times the 300 or so students they would touch each year
of their career comes to just about a million people. Wow!
And my career has been one highlight after another. Highlight
Number 1 has been my teaching. After brief stints teaching at
Central Michigan and Iowa State I spent 19 years at Northern
Arizona University and 12 years at Butler. When I think of
the sacrifices made by my students to get a master’s degree I
am overwhelmed. How they balanced home, family, career,
finances and travel I’ll never know. One even started labor
pains in class this semester!
Highlight Number 2 has been my involvement with the counselor
credentialing movement. When I started counseling, anyone could
be a counselor. Anyone could call themself a counselor. And how
was the consumer to know which practitioner was professional
and which was not? Back then, only the State of Virginia required
counselors to have a license. Now 49 states have licensure laws
including Arizona where I’m the second person to be credentialed.
(I lost the flip of a coin to be #1.)
Highlight Number 3 was making people laugh — lots of people
laugh. I really bought into Dr. Norman Cousins book Anatomy
of an Illness: Reflections on Healing and Regeneration. Cousins
believed he laughed himself back to health by watching Marx
Brothers movies. I helped conduct over 100 humor workshops
in counseling centers, health care facilities, military installations
and Indian pow-wows. A laugh a day keeps the doctor away!
Highlight Number 4 was my attempt to inform my profession
about advances in technology. While serving as chair of the
board of directors of the National Board for Certified
Counselors, I became aware of the paranoia surrounding the
use of computers and the Internet by counselors and other
helping professionals. I helped construct the world’s first code
of ethics for technology-assisted distance counseling. Now our
soldiers in Iraq and around the world are getting timely assistance
in the field from therapists back home. Wow again.
Last highlight? Being given the opportunity to serve our
country as a disaster mental health counselor in New York
City after the tragic events of Sept. 11, 2001. Like most
Americans I wanted to help but didn’t know how, but I soon
found myself at a family assistance center several blocks north
of Ground Zero where family members and service providers
alike came for help. Accompanying the husband of a victim
to the makeshift memorial site is still a vivid memory.
Working with Tom Keller, Ron Goodman, Catherine Welch,
Joy Rose, Linda Rowe and several outstanding adjunct professors
at Butler has been a joy. Now on to new challenges, starting with
granddaughter Audrey and grandson Connor. Can you think
of a better place to start?
Jodi MacDonald with Vikki Kramer
Last spring, after a fantastic year as master practitioner, I was
preparing to return to the classroom when I received an amazing
offer. Would I be willing to serve one more year? I was honored
to have the opportunity to continue working with some of the
best colleagues — and friends — I have ever known. It was easy
to say yes!
My experiences this second year at Butler helped me grow as a
teacher and instructor even more than I could have imagined.
Working with student teachers has been one of my favorite
appointments here at Butler during both years. I tremendously
enjoyed watching student teachers grow and being one small
part of helping them on their journey to becoming a teacher.
I cannot wait to see if I have the honor of having some of them
as colleagues when I return to teaching at Pike. I can only hope.
I also had the opportunity to teach a different class, ED 112
Introduction to Education, this past year. Helping students
decide whether education is right for them is a daunting and
important task. I was energized by my students’ beliefs and
values about education today, and it made me more aware of
educational issues when I return to the classroom. At the same
time, I felt I was able to share with them my love for teaching,
my experiences as a classroom teacher over the past 13 years and
my beliefs about being a positive influence for children of all ages.
specifically the classes I taught both years. The goals of the programs
here are always focused on improvement and success. What is best
for our students? How can we make them even better teachers when
they graduate? I am continually impressed by Butler’s commitment
to excellence when it comes to preparing its students.
The partnership that Pike Township and Butler University’s
College of Education has continues to amaze and inspire me. I
have enjoyed being a liaison between the two and helping Butler
students see the wonderful students and faculty in Pike Township.
I have also enjoyed sharing our outstanding Butler students with
Pike teachers and schools throughout the township while on
various field experiences. With this partnership, Pike recognizes
a way to help not only its current students, but future students
as well. They are aware that many Butler COE students are the
very teachers that they may hire in the future.
While I am excited to be returning to my own classroom in the
fall and teaching English once again, I am sad to say goodbye to
a place I have loved so dearly the past two years. I am extremely
grateful to the College of Education faculty and staff for all of
their continued friendship and support, and I wish them only the
best as they continue to prepare the very best teachers anyone can
I was also able to serve on committees and participate in program
area development at a higher level because of my year of experience. Jodi MacDonald
I understood so much more about the College of Education,
C O L L E G E O F E D U C A T I O N
FACULTY AND STAFF
Meet Dr. Catherine Hagerman Pangan
DR. CATHERINE HAGERMAN PANGAN
What do you get when you mix 100 third graders, a scientific
mystery at the Children’s Museum of Indianapolis and a class
full of Butler students? You get a peek inside an amazing
inquiry-based experience in our ED 317/418 science and
social studies methods class! Tuesdays are my favorite days
of the week because as a new professor on the block, I have
the privilege of introducing meaningful science and social
studies pedagogies that hopefully inspire, engage, and transform
traditional notions of education. If you poke your head
inside our class, you may see bubble stations around the room
so students can experience constructivism firsthand, we might
be outside testing our anemometers on the “Butler prairie” on
a wintry day, or we may be at the children’s museum exploring
issues of equality through the eyes of a young Ruby Bridges.
If you have experienced our class, you know one of my favorite
quotes is from John Dewey, “Education is not preparation for
life, education is life itself.” This quote not only articulates my
philosophy of education, but my life experiences as well. It
seems as though teaching and a passion for science and social
studies are in my blood! My mom is one of the most amazing
science teachers I have ever known. When I was young, we
raised African millipedes, had moon rocks delivered from NASA
on our kitchen table, and raised tadpoles in our converted
sandbox. My dad is like a modern day Indiana Jones, full of
exploration and adventure. Because of this, I have an appreciation
for travel and a sense of knowing your surroundings. I have been
so lucky to have traveled to 46 states, and taught in many
different communities including Clayton, Missouri, Westfield,
Indiana, and Harlem, N.Y.
As a fourth grade teacher in Westfield, (and Butler master’s
student!) our class focused on community building through
integrated service-projects. In one instance, the students
enjoyed a unit on whales so much, we decide to take the
unit “on the road” and fourth graders presented their unit at
a science convention to seasoned teachers! This “Whale of a
Unit” not only turned the students into teachers, but helped
us earn The Golden Apple Award. After winning the golden
apple, I moved to the “big apple” to work on my doctorate
at Teachers College, Columbia University. In New York City,
I worked with pre-service teachers as well as new teachers in
severely disadvantaged areas. These experiences motivated me
to become involved in education at a deeper level. On several
occasions, I traveled to Washington, D.C., for class to see
how education policy was created and implemented. Can you
imagine sitting in the U.S. Department of Education building
for class? Students, new teachers and policymakers inspired
my dissertation work about teacher quality and politics.
If you have experienced our class,
you know one of my favorite quotes is
from John Dewey,
‘Education is not
preparation for life, education is life
itself.’ This quote not only articulates
my philosophy of education, but my
life experiences as well.
Dr. Catherine Hagerman Pangan
I have experienced a variety of educational environments in a
short time and feel like my teaching has come almost full circle
because I remember so vividly sitting in Jordan Hall room 183
as a master’s student — and now I am teaching in it! So if you
see bubbles streaming out of our classroom, or wonder why
people are singing about Piaget, or why there are seeds
sprouting from socks, come on in! We have a lot to share.
COE Professor Offers Course in the
Washington, D.C., Semester Program
Dr. Sam J. Guerriero, professor of Education, recently completed
teaching a D.C. Seminar Course in the Washington,
D.C. Semester Program. The program is jointly run by Butler
University and Ithaca College, allowing Butler and Ithaca
students to spend a semester internship in Washington, D.C,
for four days a week. Additionally, the students are enrolled
in two evening courses taught on-site for six semester hours
and have the opportunity to enroll in a variety of one semester
hour D.C. Seminars. The format of the course is a three-day
experience with a “formal” teaching experience on Thursday
evening and Saturday morning. Friday is spent taking advantage
of the Washington, D.C. location for additional meetings
with appropriate topic specific individuals.
The title of Dr. Guerriero’s Seminar was “Educational Reform:
History, Issues and Trends” and was an outgrowth of his 2005
Sabbatical. Enrollment consisted of 10 Butler University and
three Ithaca College students. Topics discussed included:
Charter Schools, Vouchers, For-Profit Schools, Standardized
Testing and the No Child Left Behind law which is up for
reauthorization this year. The Thursday evening session
consisted of an overview of the course and an in-depth
analysis of No Child Left Behind.
The Friday visits concentrated on No Child Left Behind and
began with a meeting with Ms. Georgiana Reynal, Educational
Advisor to Senator Richard Lugar. Reynal provided an informative
presentation followed by a question and answer session
regarding the reauthorization process. Many students asked
questions about the effects and the research related to the
long-term impact of the law.
Reynal was also the contact person for arranging the afternoon
visit to the Department of Education. That meeting was
hosted by Ms. Holly Kuzmich, deputy chief of staff for the
Department of Education. Kuzmich, who was involved with
the development of the No Child Left Behind legislation
in 2001, provided a detailed explanation as to the rationale,
development and implementation of the legislation. She also
discussed the various proposals put forth as to the reauthorization
process. The students’ questions were again “on the mark” and
generated continued discussion.
Saturday morning was spent in a “debriefing process” on the
Friday discussions. They compared the position statements
from the previously sent articles and the positions put forth in
the Friday presentations. They concluded the Saturday session
with some additional discussion regarding standardized testing
(an integral component of NCLB) and Charter Schools. The
students were assigned an analysis paper which allowed them
to focus on a single reform issue through an in-depth analysis.
The seminar is an exciting opportunity for both students and
Butler faculty to experience Washington, D.C., and the many
opportunities for learning which that location provides.
Boop Compiles 75-Year History of College of Education
Professor of Education Roger
Boop ’62 M.S. ’65 signed
copies of his new book chronicling
the first 75 years of the
Butler University College of
Education (COE) during a
reception for COE alumni
and current, emeriti and retired
faculty and staff on April 24. The book, Fulfilling the Charter: The
Story of the College of Education at Butler University and More,
was published by iUniverse Publishing in Bloomington, Ind., and
is available through the Butler University bookstore, Amazon.com,
Barnes & Noble and other outlets.
In February, Dr. Suellen Reed, Indiana Superintendent of Public
Instruction, recognized Boop’s commitment to education in Indiana
and his 40 years of service to the COE by presenting him with a
Bellringer Award certificate. The award also recognized his authorship
of Fulfilling the Charter and his contributions to the field of
middle school education.
Before coming to Butler, Boop taught social studies at Belzer
Jr. High School in Indianapolis. He served for over a decade as
executive secretary/treasurer for the Indiana Middle Level Education
Association, and as a board member of the Indiana Middle Level
Institute (1993–2003) and the Indiana Adolescent Advisory
C O L L E G E O F E D U C A T I O N
FACULTY AND STAFF
Keller Named Guyer Chair in Education and Indiana
School Counselor Association President in 2008
It has been an exciting year for
Associate Professor Tom Keller. He
received a three-year appointment
|as the Richard W. Guyer Chair in
Education and was elected president
of the Indiana School Counselor
Keller coordinates the College of
Education’s master of science in
school counseling program.
Named for the late Professor Emeritus Richard Guyer, the
Guyer Professorship is awarded to a junior faculty member of
COE who exemplifies “compassion, integrity, dedication, servant
leadership and concern for the education of the whole
student.” Chosen by senior faculty, recipients have access to
funds for professional development and other projects.
Keller will have plenty of avenues for professional development
as he begins his one-year term as ISCA president on July 1.
ISCA provides professional advocacy and development activities
for its more than 750 members, and promotes legislation, policy
and procedures that enhance school counseling.
Keller said ISCA’s legislative priorities include support for
statewide research on the effects of school counseling and
better ratios of school counselors to students. The association
has proposed that its president serve on Indiana’s Education
Roundtable, which advises the General Assembly and State
Board of Education on improving student achievement.
As president-elect, Keller appointed Butler M.S. in school
counseling major Samantha Lowe of Fishers as the student
liaison on the ISCA board.
Graduates of the Butler M.S. in school counseling program Julie
Breuninger and Julie Baumgart also serve on the board, as middle
level vice president and president elect, respectively. Breuninger
earned her degree in 2001and is the counselor at Zionsville West
Middle School. A 2000 graduate, Baumgart is the counselor at
Granville Wells Elementary School in Jamestown.
A Snapshot of the COE Faculty in 2007-2008
18 tentured faculty
4 tenure track faculty
51 faculty publications
40 faculty presentations
The purpose of a sabbatical is to contribute to the professional
development of the faculty member and to enhancement of the
university’s academic program.
Dr. Judy Lysaker will be on sabbatical in the fall of 2008.
Celebration of Retirement
At the time of printing, the following COE faculty had officially
announced their retirement. We offer them our heartfelt
congratulations and best wishes.
Dr. John Bloom, school counseling
Dr. George Davidson, foundations
Dr. Marty Meyer, special education
Dr. Genie Scott, physical education
Dr. Lucinda Wilson, associate dean and middle secondary
Congratulations to former Master Practitioner Deb Teuscher
Mrs. Deb Teuscher, science teacher and planetarium director
at Pike High School, was named one of the 99 educators
to receive the annual Presidential Award for Excellence in
Mathematics and Science Teaching for 2007. The awards
are based on an initial selection process at the state level, then
a national panel of distinguished scientists, mathematicians
and educators recommend teachers to receive the award. The
awards are administered by the National Science Foundation
and come with a $10,000 educational grant that can be used
over a three-year period. Mrs. Teuscher served as the COE
master practitioner during the 2000-2001 academic year
and was Pike’s Teacher of the Year in 1995.
Kudos and Credits
Ms. Susan Adams, project alianza manager, won a National
Writing Project English Language Learners Network Minigrant
to offer a free two-day workshop for secondary ESL teachers
on writing in ESL clasrooms. She also has an article which
has been accepted for the NCTE publication English Journal,
which should be published in early 2009. Susan will also help
plan and lead a weeklong conference for local teachers and
students entitled Teaching for Educational Equity to be
offered through the Center for Excellence in Leadership of
Learning/UIndy and the National School Reform Faculty.
Finally, she was formally accepted as a language education
Ph.D. candidate in Indiana University and began coursework
in January 2008.
Dr. Meredith Beilfuss, middle/secondary, finished her first
year at Butler in May. She published a paper in the Michigan
Science Teachers Association titled “Connecting Cognitive
Research and Science Education” 52(2) 6-8, and a second
paper co-authored with Dr. Deborah Hansen, Hanover
College in the INTESOL Journal (Indiana Teachers of
English to Speakers of Other Languages), titled “Using
Science as a Tool to Promote Literacy for ESL Students”
4(1) 34-42. She also attended the Association of Science
Teacher Education in St. Louis, MO in January.
Dr. John Bloom, school counseling, completed his 12th year
and final year at Butler. He is looking forward to retirement
but knows that the trouble with retirement is you never get
a day off!
Dr. Stephen Bloom, early/middle childhood, in collaboration
with Jane Cooney (elementary mathematics and science specialist,
Indiana Dept of Education) and Janice Marler (Fox Hill
Elementary School teacher, MSD of Washington Township),
conducted a workshop on probabilistic reasoning in the elementary
grades at the 2008 Annual Meeting of the National
Council of Teachers of Mathematics in Salt Lake City, Utah.
Dr. Roger W. Boop ’62, M.S. ’65, middle/secondary, completed
his book, Fulfilling the Charter: The Story of the College of
Education at Butler University and More... It is available at the
Butler Bookstore or can be obtained through any of the usual
sources. A book signing held in the Reilly Room of the Atherton
Union on April 24, was a well-attended celebration of the results
from the two-and-one-half years of work needed for the project.
Dr. Jody Britten, foundations, presented her work with digital
natives and digital immigrants to Group 43 of IPLA. Students
from the COE were able to provide insight on how digital
natives think, learn, and live differently during the daylong
presentation. This year, Britten was able to share her work on
creating a statewide Center for Technology in Education in
the journal of Academic Leadership. Her statewide work on
understanding instructional use of technology by teachers will
be highlighted in the June issue of Learning and Leading with
Technology, the international journal of technology for school
leaders. Britten's undergraduate students amazed us with their
production of Flash animated games to demonstrate their
understanding of learning theory and instruction.
Dr. Katie Brooks, middle/secondary, has begun work on her Title III
National Professional Development Grant. She and the grant manager
she hired, Susan Adams, have spent the year working with the
grant’s partnership school districts to lay the groundwork for offering
ESL professional development to secondary content area teachers.
Over the summer, Dr. Brooks presented some of her research on
teacher critical self reflection at the International Society of Teacher
Educators in Stirling, Scotland.
Dr. Deborah Corpus ’74, early and middle childhood, worked
again with Butler students in ED308 as they ran after-school
enrichment programs fall semester at John Strange Elementary
and spring semester at Fox Hill Elementary. Over 130 children
at each site participated in at least one of the enrichment
programs. Corpus also returned to her first love, English,
by teaching a literature-based writing course focusing on a
“coming of age” theme for Butler’s new core curriculum First
Year Seminar. She served as publications chair for the Indiana
State Reading Association and as vice president for the Indiana
Reading Professors group. She co-presented a session with Ann
Giddings of the Lebanon Community Schools at the Indiana
State Reading Conference. All the Butler students in Literacy
Blocks A and B were able to attend the state reading conference
in Indianapolis through her connections.
Dr. George Davidson, foundations program, took a welldeserved
sabbatical during the spring 2008 semester and is
looking forward to beginning his retirement this summer.
Mrs. Karen Farrell M.S. ’91, data manager, attended AACTE
in New Orleans, La., to further accreditation data management.
She was also awarded for 25 years of service to Butler University
in April 2008.
Professor Shelley Furuness M.S. ’05, middle/secondary and
core curriculum, completed her yearlong appointment with
the College of Education. She celebrated by graduating from
Indiana University’s Curriculum and Instruction Ph.D. program
in May and defended her dissertation, “Becoming a
Teacher of Hope: A Critical Ethnography of Occupational
Socialization during an Age of Deskilling,” on June 2, 2008.
Professor Erin Garriott M.S. ’01, foundations, has finished a oneyear
term in the COE. What an amazing team of professionals to
work with and learn from every day! She feels privileged to have
been a part of her students' growth and honored to have made
such meaningful connections with them and can hardly wait to
host some of them as student teachers in a couple of years. She is
proud to say that she “successfully” made it across two elements
of the high ropes course on campus and only got one parking
ticket for accidentally parking in student parking.
C O L L E G E O F E D U C A T I O N
FACULTY AND STAFF
Dr. Ron Goodman, school counseling, gave presentations at
the Indiana School Counseling Association conference in
Indianapolis and the Association for Counselor Education
and Supervision conference in Columbus, Ohio.
Dr. Sam Guerriero, middle/secondary, recently completed teaching
a D.C. Seminar Course in the Washington, D.C., Semester Program.
The program is jointly run by Butler University and Ithaca College
which allows Butler and Ithaca students to spend a semester internship
in Washington, D.C, for four days a week. The title of Guerriero’s
seminar was “Educational Reform: History, Issues and Trends” and
was an outgrowth of his 2005 sabbatical. Guerriero also taught an
honors course in science fiction. The course was based on the
Foundation Novels by Isaac Asimov.
Professor Cathy Hargrove ’96, early/middle childhood, participated
in an international study group in Reggio Emilia, Italy, in April
2008, where she attended seminars and visited infant, toddler and
Dr. Arthur Hochman, early/middle childhood, team taught, with
Butler alumna Amy Schaffer (Eskew) ’92, on site at IPS School 91 in
the classroom of another Butler alumnus. His students worked with
her first, second and third graders. Here is part of an email she sent:
“I just wanted to tell you all how impressed I have been with the work
that you did all semester with our class. The parents told me how
wonderful they (the presentations) were! The work that you did with
the students all semester was so important to our class. As you know,
many of our students were in such need of one-on-one attention, and
the time and effort that you all gave all semester was infinitely important.
I know that I saw some changes in some kids that may not have
taken place all year without your help. I also saw kids smile and feel
good about the work they did with you, which is even more important.”
Rachel Patten (Trefethen) ’05
Dr. Tom Keller, school counseling, begins his term as president of the
Indiana School Counseling Association June 1, 2008. He will attend
the American School Counseling Association Delegate Assembly in
June and the national Leadership Training in July. This past year he
presented at the State School Counselor Conference on Data Analysis
and with one of his graduate students on peer mediation with a solution-focused
twist. He presented with his colleagues at the American
Counselor Educator Conference on standards-based clinical assessment.
He also presented at the American Counseling Association
Conference in Hawaii in March on his research project in the area of
grief training and the grief needs of practicing school counselors. He
provided an in-service training on data analysis for school counselors
in Ft. Wayne, and conducted a peer mediation training for sixth, seventh
and eighth grade Park Tutor students with assistance from several
of his graduate students. In addition, he served as chair of a national
accreditation team to Boise State University and was a program
reviewer for the Indiana DOE for institutions seeking state accreditation
in school counseling.
Dr. Suneeta Kercood, special education, presented at the international
conference of the Association for Behavior Analysis in
Sydney, Australia, where she spoke on “Increasing Math Problem
Solving Performance for Students with Attention Disorders.”
Vikki Kramer, administrative staff, received a Top Dawg award
and an SGA Apple Award for 2007-2008. She volunteered at
the ECO table on campus and took part in recycling plastic
water bottles to help campus be aware of the new recycling
containers throughout the University. She also was honored
to organize the COE retirement event for three COE faculty
members at the Holcomb Observatory.
Dr. Deb Lecklider EPPSP ’89, educational leadership, received
tenure this year. Although she will teach in the EPPSP program,
she also will be serving as the associate dean for the College
Professor Angela Lupton ’92, M.S. ’01, early and middle childhood,
enjoyed working with and being inspired by the over 40
student teachers who completed their preservice training and
are now entering the profession. She also coordinated the
launch of the Bookin’ with the Bulldogs reading incentive
program that was distributed to over 5,000 students in central
Indiana. She is looking forward to next year as she begins to
work closely with the students who are working toward the
new middle childhood/early adolescent degree in the college.
Dr. Judy Lysaker, early/middle childhood, completed a study
on the relationship between reading and the development of
empathy in at risk children. She will present her work in
Oxford, England, this August. In addition, she worked with
the graduate faculty to complete curricular innovations in the
master’s in effective teaching and leadership program, which
she has directed for the past three years.
Professor Jodi MacDonald, middle/secondary, served a second
consecutive year as the master practitioner in the middle secondary
program. She enjoyed teaching both ends of the COE
spectrum: ED 112 (first class students take) and ED 434 (last
class students take).
Dr. Matt Maurer, foundations, published an article entitled “A
Radical Approach to the Evaluation of Education for the Blind”
in the January 2008 issue of the Braille Monitor and received a
BAC grant to fund a research project to describe the behavior
and thinking of highly skilled, blind cane travelers.
Dr. Marty Meyer, special education, announced her retirement
at the conclusion of this academic year. She stated, “It is a pleasure
to finish a long career at Butler University by serving all my
students in their desire to educate students with special needs.
During these last 42 years I have written publications, won
grants, delivered presentations, and studied educational systems
in teacher training all over the world and in restricted environments.
As I close this career, it is my intention to continue to
contribute to my life’s work. My thanks to all, and I always
enjoying hearing from my many former students.”
Professor Sara Myers, physical education program, enjoyed
collaboration with the American Red Cross and PE 128 First
Aid and Safety students where they constructed hundreds of
comfort kits for victims of emergencies. She also arranged for
students in PE224 School and Community Health students
to package over 15,000 medications to go on a mission trip to
Ecuador with The Timmy Foundation and Butler University
students. The year also proved to be a year of data collection,
as she helped the Physical Education Department compile
data that depicts the physical fitness status of over 400 Butler
students; results hope to be published soon!
Lynn Poore, administrative staff, enjoyed attending classes
while continuing to support the dean and the faculty.
Chris Price, administrative staff, has been assisting the dean
throughout the year with numerous responsibilities ranging
from budgets to special events.
Professor Brian Reagan, physical education, thanks the College
of Education and his colleagues who supported him in various
endeavors. From “retreats”to the classroom, he loved every
experience in his first year as a faculty member in physical
education. Highlights included a comprehensive research
project administered in all 18 sections of Lifetime Fitness.
This provided unparalleled, exciting insight into the research
process and FitnessGram. Finally, he is excited to have started
his journey toward a Ph.D. this year.
Mrs. Linda Rowe, administrative secretary for graduate programs,
works with professors and graduate students in the EPPSP, school
counseling, METL and Transition to Teaching programs.
Dr. Eugenia Scott, physical education, has spent her sabbatical
taking courses for her Brain Gym certification, an online university
course in environmental issues, reading and re-reading
many textbooks and supportive material and gathering current
materials for classes as well as preparing for the honors course
on the Olympics and Paralympics she will teach this fall.
Cindy Smith, administrative staff, assists the dean of the
COE and the director of the METL graduate program.
She also coordinates the College of Education Workshop
Program and the COE Summer Institute. This year she
became the co-counselor of Kappa Delta Pi educational
honor society at Butler.
Sue Stahl ’71, M.S. ’82, director of student personnel services,
accompanied a small delegation led by Dr. Fong to China for the
purpose of establishing and building on existing relationships. In
her role as guiding the development of our students to be global
citizens, she finalized plans for three students to complete one
semester of student teaching in Tasmania. In addition, she is
coordinating a Lilly grant to conduct a feasibility study for an
Asian Learning Center.
Dr. Marilyn Strawbridge M.S. ’77, physical education, served
as program coordinator and under her leadership and with
two new faculty members, the program revised the course of
study, began a program research project, welcomed many new
majors, and is currently initiating an effort to license teachers
in health education as a separate license area. Marilyn has also
been appointed to serve on the Lifelong Recreational Sports
Council of the American Association for Physical Activity and
Recreation. Physical education majors enjoyed a welcoming
party at her house in the fall.
Dr. Mindy Welch ’79, physical education, received her Ph.D.
from the University of South Carolina in 2008 after her doctoral
defense: “A Phenomenological Study of Flow in Postsecondary
Students Participating in Two Racquet Sports” in October
2007. She was also a co-presenter on the Development of Task
Presentation Skills in Preservice Teachers at the AAHPERD
National Conference. Finally, she initiated a field-based partnership
with The Key Learning Community and Indianapolis Public
Schools for PE331, Physical Education Methods for Early and
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Attention COE Alumni!
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A new COE listserve just for COE alumni is being created. This is an opportunity to hear about professional opportunities,
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3. Mention that you want to be added to the COE listserve in the message.
We look forward to reconnecting with you.