College of Education - Butler University

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College of Education - Butler University

B U T L E R

U N I V E R S I T Y

College of Education

YEAR IN REVIEW


Vision Statement

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

Teacher,

Fairfax County Public Schools

Clifton, Va.

Dr. Marcia Capuano

Carmel, Ind.

Terry Corman ’70

Firehouse Photo and Graphics

Indianapolis, Ind.

Linda Cornwell ’68 M.S. ’75

Literacy Connections Graphics

Carmel, Ind.

Caterina Cregor-Blitzer

Indiana Department of Education

Indianapolis, Ind.

Scott Deetz ’96 M.S. ’01

Principal,

North Wayne Elementary School

Noblesville, Ind.

Kyle Fessler ’94 M.S. ’98

Principal,

Robey Elementary School

Brownsburg, Ind.

Dr. F. Patrick Garvey

School of Education,

IUPUI–Ft. Wayne

Fort Wayne, Ind.

Kay Harmless M.S. ’81 Ed.S ’83

Director,

Lawrence Early College High School

Indianapolis, Ind.

Jack Hittle ’70

Lawyer/Partner,

Church, Church, Hittle and Antrim

Noblesville, Ind.

Jerry Knauff

Cypress, Texas

Kevin McDowell ’72 M.S. ’77

Attorney,

Indiana Department of Education

Indianapolis, Ind.

Philip Metcalf

Career/Technical Coordinator,

Wawasee High School

North Webster, Ind.

Marsha Reynolds

Director of Elementary Education

MSD of Washington Twp.

Indianapolis, Ind.

Faye Snodgress

Executive Director, Kappa Delta Pi

Indianapolis, Ind.

Mark Weaver ’81 M.S. ’83

Teacher,

Clay Middle School

Indianapolis, Ind.

Dr. Eugene G. White

Superintendent,

Indianapolis Public Schools

Indianapolis, Ind.

Jennifer Williams

Counselor,

North Central High School

Indianapolis, Ind.


Dean’s Message

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!

Respectfully,

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.

Sincerely,

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

Editor’s Message

18 Preparing Teacher Leaders Through Teacher Research

20 Journey to the National ASCD Conference

Welcome to the 2008 edition of the Year

in Review.

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

“hidden gems”?

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.

Best,

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

Student Honors

Indiana Association of Colleges of Teacher

Education – Outstanding Future Educators

Katie Doane

Holly Freeland

Outstanding Elementary Student Teaching Award

Sharon Naatz

Butler University Top 100 Outstanding

Student Recognition

Joseph Bowman

Carey Ciochina

Elizabeth Crumble

Kathryn Doane

Samantha Ford

Brent Freed

Hayleigh Hurt

Leanne Lechko

Michele Lyon

Angela Muir

Melanie Petty

Tiffani Troxel

Laura Van Weelden

Erin Weither

Michelle Zatulovsky

Indiana State Reading Association’s

Outstanding Future Reading Teacher Award

Kristin Sell

Katie Doane was also recognized as

one of the Top Ten Women at Butler.

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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

Carey Ciochina

Danielle Konigsbacher

Dustin Smith

Tiffani Troxel

The Mathematics Association of America

Honorary Membership

Brent Freed

The Jeremiah P. Farrell Award honoring dedication

to a professional career in mathematics

Emily Armstrong

Kimberly Casper

Elizabeth Crumble

Jordan Hawerbier

Jon Erik Lilly

The Outstanding Graduate in German

Dane Fuelling

Middle/Secondary Student Honors

Indiana Association of Colleges of Teacher

Education – Outstanding Future Educators

Carey Ciochina

Tiffani Troxel

Joseph F. Lamberti Secondary Student Teaching Award

Jeremy Horner

PE Student Honors

Outstanding Physical Education Student Award

Chris Davis

Kendall Wormley

Erin Zorek

Kimberly Sparks

Jennifer Zickgraf

Lauren Cormican

Michelle Wafford

Abigail Thurston

Lauren Allison

Melanie Petty

Nicole Ceglieski

Sam Goody

Lauren Mosier

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

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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

academic year:

• Jennifer Elrod was named a Nicholas H. Noyes

Scholarship recipient.

• Dawn Sonsini ’03 was named a Counselor’s

Scholarship recipient.

• 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

better person.

C O L L E G E O F E D U C A T I O N

UNDERGRADUATE PROGRAMS

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C O L L E G E O F E D U C A T I O N

UNDERGRADUATE PROGRAMS

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

the job.

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

should encourage

adaptability and

out-of-the-box

thinking when our

students return

from UTAS.”

COE Assistant

Dean Lucinda

Wilson accompanied

six Butler education

students to UTAS in May

and June 2004. The students

completed three-week

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.

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C O L L E G E O F E D U C A T I O N

UNDERGRADUATE PROGRAMS

Butler Student Compiles State Research on Tutoring,

Homeless Students

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


Indiana schools.

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

experiencing homelessness.”

“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.

Lauren

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.

Sarah

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

the time.

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?

10 11


C O L L E G E O F E D U C A T I O N

UNDERGRADUATE PROGRAMS

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

with self-efficacy.

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.

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C O L L E G E O F E D U C A T I O N

UNDERGRADUATE PROGRAMS

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

the Bulldogs.”

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 alupton@butler.edu.

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.

Philosophical Communion

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.

Field-Based Learning

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

education environment.

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.

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C O L L E G E O F E D U C A T I O N

GRADUATE PROGRAMS

Graduate Students and Faculty Offer Peer

Mediation Training

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

cultural competency.

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

University

undergraduate,

Avery Jukes,

was involved in

raising money

for the chapter,

Meghan enlisted

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.

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C O L L E G E O F E D U C A T I O N

GRADUATE PROGRAMS

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


of my

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

their practice.

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.

18 19


C O L L E G E O F E D U C A T I O N

ALUMNI PROGRAMS

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,”

Flessner said.

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

Creating Equitable

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.

20 21


C O L L E G E O F E D U C A T I O N

ALUMNI PROGRAMS

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,”

King said.

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,

Ind., schools

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

Center College.

2009

NOMINATIONS FOR

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

22

Reading Professors.

23


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 alupton@butler.edu

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:

http://www.jsonline.com/story/index.aspx?id=699380/.

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

the fall.

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 clsmith@butler.edu 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.

The Good-bye-ing

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

my friends.

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.

24 25


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!

Another Year!

JODI MACDONALD

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

ask for.

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,

26 27

With thanks,


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

Council (1992–1996).

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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

Association (ISCA).

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

5 lecturers

51 faculty publications

40 faculty presentations

Sabbaticals

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.

30 31


C O L L E G E O F E D U C A T I O N

FACULTY AND STAFF

32

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

preschool centers.

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

of Education.

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

Middle Childhood.

29


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Attention COE Alumni!

Are you interested in hearing more about what is happening in the College?

Would you be interested in joining a COE alumni group?

A new COE listserve just for COE alumni is being created. This is an opportunity to hear about professional opportunities,

receive information from the COE alumni group and receive updates on educational issues. The process is easy:

1. Send an email to alumni@butler.edu.

2. Put COE in the subject line.

3. Mention that you want to be added to the COE listserve in the message.

We look forward to reconnecting with you.

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