Indianapolis, IN, United States
Indianapolis, IN, United States

Butler University is a private university located in Indianapolis, Indiana. Founded in 1855 and named after founder Ovid Butler, the university has over 60 major academic fields of study in six colleges: College of Business, College of Communication, College of Education, College of Liberal Arts and science, College of Pharmacy and Health science, and Jordan College of the Arts. It comprises a 295-acre campus located approximately five miles from downtown Indianapolis. Wikipedia.

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News Article | May 10, 2017

Maestro Eduardo Cedeño and the Lake Norman Orchestra will return to Davesté Vineyards to celebrate Spring in the Vineyard! -- Returning for a Spring celebration in, thewill be performing an open-air concert with a wide variety of selections of easy listening music for all to enjoy in a casual, family-friendly atmosphere.Bring a lawn chair or your picnic blanket as the event is outdoors. A bistro dining area is available and seating areas fill up quickly. Pack your picnic basket, come relax and visit the wine tasting room, the art gallery and enjoy great music with your loved ones!$10 cash at the gate.$5.00 cash at the gate - includes entertainment and donation only - no ticket issued.Free Admission - no ticket Lytton Farm RoadTroutman, NC 28166-8659(704) 528-3882Website: The, conducted by Maestro Eduardo Cedeño, is a registered non-profit community organization that embraces those community musicians who desire to improve their musicianship, share their talent with their peers and provide quality entertainment throughout the Piedmont region of North Carolina. With more than 65 active members ranging in age from 14 to 70+, the LKNO is committed to collaboration and outreach with artists from the community who may wish to participate as guests of the orchestra, including students from local schools and universities. The LKNO performs from six to eight concerts a year; orchestra rehearsals are held every Monday evening, from 7:00 to 8:30 p.m. in facilities graciously donated by the Peninsula Baptist Church in Mooresville, NC. website: http://www.lknorchestra.orgFind us on Facebook! a Master's Degree in Music Theory from Butler University Jordan College of Music, Indianapolis with extensive music experience spanning the United States, Europe and South America. Cedeño studied conducting under the late Butler University Professor Emeritus Jackson Wiley and the Italian Maestro Ennio Nicotra. A founding member of the Simón Bolívar Symphony Orchestra, Director and Conductor of the Mérida Symphony Orchestra and Founding Member of the Coral Filarmónica de Caracas, Cedeño worked directly with acclaimed José Antonio Abreu. As a Founding Member of El Sistema, Cedeño continues to offer his time and talents to support its efforts in his community. Cedeño has collaborated with organizations such as the Philharmonic Orchestra of Indianapolis, Indianapolis Opera, Charlotte Civic Orchestra, UNCC Opera, Carolina Voices and orchestras in Venezuela. Cedeño is Music Director and Conductor of the Lake Norman Orchestra in Mooresville, Music Faculty at Mitchell Community College, Strings Instructor at Gaston School of the Arts, and Band/Orchestra Conductor at Langtree Charter Academy Upper School.Website:

PresenceLearning, the leading telehealth network of live, online special education related service providers, has released a free resource kit to help educators address the emotional, social, and academic health of all students. The kit includes an expansive collection of research and writings by scholar, author, and speaker Dr. Lori Desautels on neuroanatomy and the science behind strategies that help students — and those who work with them — to better understand themselves and their needs, and to prime the brain for learning. The kit, “Brain-Aligned Strategies: Addressing the Emotional, Social, and Academic Health of all Students,” can be downloaded at: “One third of all students in K-12 are walking into classrooms with a brain architecture that is not neurobiologically wired to attend, synthesize, and retrieve academic content,” said Dr. Desautels. “The brain-aligned strategies highlighted in the new resource kit provide a plethora of ways educators can begin to engage students, build connections, and deepen learning.” In addition to the resource kit, Dr. Desautels also recently partnered with PresenceLearning to lead the webinar “Big Ideas in Neuroscience: Brains, Behavior and Engagement for Students and SPED Leaders,” during which she provided valuable insight about educational neuroscience and recognition of our schools as living systems. Dr. Desautels illuminated how and why educators, clinicians, and administrators must care for their own brains and hearts to bring about big change. To watch a recording of this webinar click here. To learn more about PresenceLearning, visit About Dr. Lori Desautels Dr. Lori Desautels is an Assistant Professor at Butler University in Indianapolis with a focus on educational neuroscience, trauma and special education. Before coming to Butler, Dr. Desautels taught at the undergraduate and graduate levels at Marian University in Indianapolis, worked as a school counselor in Wayne Township in Indianapolis, was a private practice counselor and a behavioral consultant for Methodist Hospital in Indianapolis on the adolescent psychiatric unit. Dr. Desautels has conducted workshops and professional development throughout the United States and in Dubai on Mind Brain Teaching and Learning. Dr. Desautels holds a BS in Special Education from Butler University, an MS in counseling from Indiana University, and Ph.D. from The American Institute of Holistic Theology with an emphasis in early adolescence/ thought formation. She has authored two books entitled, “How May I Serve You, Revelations in Education” and her most recent, co-authored with Michael McKnight is entitled “Unwritten, The Story of a Living System,” published by McKenzie Wyatt in January of 2016. Dr. Desautels is a featured writer for Edutopia, an international online publication for educators. About PresenceLearning PresenceLearning ( is the leading telehealth network of providers of clinical services and assessments to educational organizations. The PresenceLearning care network has provided over one million sessions of live, online speech-language therapy, occupational therapy, behavioral interventions and mental health services, diagnostic services and assessments, and early childhood services for children with special needs.

News Article | April 17, 2017
Site:, a leading resource provider for higher education and career information, has released its list of Indiana’s best colleges for 2017. Of the 46 schools honored, 44 four-year schools made the list with University of Notre Dame, Purdue University, DePauw University, Valparaiso University and Butler University taking the top five spots. Ivy Tech Community College and Ancilla College were also included as the best two-year schools in the state. A list of all schools is included below. “Education can make a huge difference when it comes to the job market,” said Wes Ricketts, senior vice president of LearnHowToBecome.Org. “These schools in Indiana have not only shown a commitment to providing quality degree programs, but also the employment services that contribute to student success as they pursue careers.” To be included on the “Best Colleges in Indiana” list, schools must be regionally accredited, not-for-profit institutions. Each college is also scored on additional data that includes annual alumni earnings 10 years after entering college, employment and academic services offered, student/teacher ratio, graduation rate and the availability of financial aid. Complete details on each college, their individual scores and the data and methodology used to determine the “Best Colleges in Indiana” list, visit: Indiana’s Best Colleges for 2017 include: Ancilla College Anderson University Ball State University Bethel College-Indiana Butler University Calumet College of Saint Joseph DePauw University Earlham College Franklin College Goshen College Grace College and Theological Seminary Hanover College Huntington University Indiana Institute of Technology Indiana State University Indiana University-Bloomington Indiana University-East Indiana University-Kokomo Indiana University-Northwest Indiana University-Purdue University-Fort Wayne Indiana University-Purdue University-Indianapolis Indiana University-South Bend Indiana University-Southeast Indiana Wesleyan University Ivy Tech Community College Manchester University Marian University Martin University Oakland City University Purdue University-Calumet Campus Purdue University-Main Campus Purdue University-North Central Campus Rose-Hulman Institute of Technology Saint Joseph’s College Saint Mary-of-the-Woods College Saint Mary's College Taylor University Trine University Trine University-Regional/Non-Traditional Campuses University of Evansville University of Indianapolis University of Notre Dame University of Saint Francis-Fort Wayne University of Southern Indiana Valparaiso University Wabash College About Us: was founded in 2013 to provide data and expert driven information about employment opportunities and the education needed to land the perfect career. Our materials cover a wide range of professions, industries and degree programs, and are designed for people who want to choose, change or advance their careers. We also provide helpful resources and guides that address social issues, financial aid and other special interest in higher education. Information from has proudly been featured by more than 700 educational institutions.

News Article | April 26, 2017

Once again, and for the thirteenth consecutive year, Charlie Ward, a top rated personal injury attorney, motorcycle accident lawyer and auto accident lawyer in Indianapolis, Indiana, has achieved Super Lawyers recognition. Ward has been representing catastrophically injured people since 1994 when he and his father, personal injury attorney and wrongful death lawyer, Donald W. Ward, recipient of the 2016 Indiana Bar Foundation Legendary Lawyer Award, opened the doors of their legal practice in Indianapolis, Ward & Ward Law Firm. Super Lawyers is a Thomson Reuters rating service for lawyers who have earned a high-degree of respect by their legal peers and have enjoyed distinguished careers in their service to the legal profession. Combined with independent research, Super Lawyer candidates are nominated and evaluated by their peers. The objective of Super Lawyers is to shine a light on those attorneys, by state, who display excellence within their profession. Ward, an experienced bus accident attorney and advocate for injured victims of trucking accidents, graduated cum laude from Butler University and received his law degree from the Indiana University School of Law located in Indianapolis in 1989. After graduation, Ward gained valuable insight to the legal experience when he clerked for the Honorable Justice Richard M. Givan at the Indiana Supreme Court. “Understanding the appeal process is paramount for all litigated cases,” stated Ward. “I was fortunate to spend time as a clerk for Justice Richard M. Givan.” A co-author of Journey’s Account Statute: Litigator’s Little-Known Friend, 35 Res Gestae 60 (1991), Ward is Lead Counsel Rated, ranked Top Personal Injury Attorney by AVVO, selected for inclusion in Best Lawyers in America, a U.S. News & World Report rating service, and has received the esteemed AV® Preeminent™Peer Review Rating by Martindale-Hubbell®. Ward’s practice also involves representing clients in nursing home neglect and abuse cases, pedestrian accident claims, railroad and aviation accident claims and wrongful death cases. If you or someone you know has been injured or killed in an accident caused by the negligence of another person or entity, call 2017 Super Lawyer® and Indianapolis personal injury lawyer, Charlie Ward of Ward & Ward Law Firm at 317-639-9501 or toll free at 888-639-9501 for a free - no obligation - analysis of your claim.

Rende R.,Butler University
Frontiers in Human Neuroscience | Year: 2012

One of the most important deliverables of the post-genomic era has been a new and nuanced appreciation of how the environment shapes-and holds potential to alter-the expression of susceptibility genes for behavioral dimensions and disorders. This paper will consider three themes that have emerged from cutting-edge research studies that utilize newer molecular genetic approaches as well as tried-and-true genetic epidemiological methodologies, with particular reference to evolving perspectives on resilience and plasticity. These themes are: (1) evidence for replicable and robust shared environmental effects on a number of clinically relevant behaviors in childhood and adolescence; (2) evolving research on gene-environment interaction; and (3) a newer focus on differential susceptibility and plasticity. The net sum of these themes is that consideration of genetic effects on behavioral dimensions and disorders needs to be connected to thinking about the role of environment as a potent source for promoting resilience and change. © 2012 Rende.

Agency: NSF | Branch: Standard Grant | Program: | Phase: S-STEM:SCHLR SCI TECH ENG&MATH | Award Amount: 199.94K | Year: 2012

Curricular changes link three distinct scientific disciplines (chemical biology, biochemistry, and neurobiology) through the introduction of a series of three thematically-connected, research-based laboratories. In these discipline courses, students synthesize novel biological imaging agents (chemical biology), using these same imaging agents to catalogue the substrate specificity of ester hydrolases from Mycobacterium tuberculosis (TB) (biochemistry), and combine the products to screen for new components of neural signaling in Caenorhabditis elegans (neurobiology). The introduction of open-ended, hypothesis-driven research design into three biomolecular science laboratories increases student exposure to the practice of scientific research. Students practice the skills necessary to be working scientists, including formulating hypotheses, designing experimental plans, solving problems, and communicating results both orally and in writing. In addition, students organize a symposium at a regional undergraduate research conference. Students in these courses are challenged to integrate multiple scientific disciplines and a diverse set of laboratory skills within the context of larger scientific investigations (TB infection and neuronal communication). Student participation in projects allows them to contribute new knowledge and research tools to the understanding of the biochemistry of TB infection and neuronal communication. Overall, the three linked courses introduce students to interdisciplinary science, allowing students to participate in current areas of research.

Agency: NSF | Branch: Continuing grant | Program: | Phase: AISL | Award Amount: 2.94M | Year: 2013

Indianapolis / City as Living Laboratory (I/CaLL) is a city-wide civic collaboration engaging in cross-sector research that builds on prior research in informal science learning in public settings. It extends research in place-based and service learning traditions, and uses the city itself as an informal science learning (ISL) environment for Science and Engineering for Environmental Sustainability learning outcomes. This project is creating place-based science learning experiences as part of public spaces in Indianapolis and establishes the next generation of urban science museums that increase opportunities for learning. The project will develop a self-sustaining program for art/science collaborations as they inaugurate city-sanctioned changeable installations at I/CaLL sites. Data from the project will be used to inform ISL professionals at museums throughout the community and around the country. Thousands of volunteers and their families will help create I/CaLL spaces, engage with communities, and serve as research participants connecting with science learning through site development.

The unprecedented scale of this project provides a full measure of informal science service learning at a city scale, offering data that can change how science learning is measured, how people from all walks of life develop science literacy as part of their social public experience, and embodying the concept of the city as a living science learning lab. Broader impacts include the development of the city as an informal science learning environment that will become a new standard for thinking about what cities as cultural units can become as we build a resilient Science and Engineering culture for Environmental Sustainability.

Agency: NSF | Branch: Standard Grant | Program: | Phase: Chemical Synthesis | Award Amount: 138.13K | Year: 2012

With this RUI Award, the Chemical Synthesis Program is supporting the research of Professor LuAnne McNulty of Butler University to study the preparation and reactions of alkenyl cyclic boronic half esters. Alkenyl cyclic boronic half esters are readily prepared by transesterification of homoallylic alcohols with alkenylboronic acids, followed by ring closing metathesis. Alkenyl cyclic boronic half esters are suitable substrates for Suzuki-Miyaura cross-coupling reactions with aryl halides and beta-halo-alpha,beta-unsaturated electrophiles. The Suzuki-Miyaura affords products that are capable of undergoing an intramolecular oxa-Michael reaction to generate dihydropyrans. The optimization of a single pot tandem Suzuki-Miyaura/Michael reaction will be studied through the modification of the base beta-halo-alpha,beta-unsaturated electrophiles used in the coupling reaction.

The proposed work strives to provide an alternate method to the preparation of dihydropyrans, common natural product substructural units. In addition, the work could allow one to set multiple stereoisomers of the same dihydropyran by modification of substituents on the precursor alkenyl cyclic boronate. The educational broader impacts of this project involve training undergraduate students. The PI will continue her strong history of mentoring women in synthetic research. Undergraduate students that participate in this project will gain valuable experience in modern synthetic chemistry, including organo-boron and transition metal-mediated chemistry, and will have opportunities to present their work at regional and national meetings.

Agency: NSF | Branch: Standard Grant | Program: | Phase: IUSE | Award Amount: 296.38K | Year: 2016

Place-based, experiential (PBE) learning is an effective pedagogy that enhances student content knowledge, course engagement, critical thinking, and civic mindedness. This project is exploring the impact of PBE learning in the context of school gardens and campus farms. Since 1992, there has been a 15-fold increase in the number of college agriculture spaces, but, despite their broad interdisciplinary potential, these spaces are used narrowly for agriculture or sustainability majors, independent projects, and co-curricular activities that lack disciplinary diversity. This project will expand how college agriculture spaces can integrate STEM with the humanities, and foster cross-curricular scientific literacy, civic mindedness, and interdisciplinary collaboration. The project will explore efforts to critically assess the impact of agricultural spaces on students, faculty, and host institutions; and how such spaces can provide a holistic framework for learning STEM.

This projects goal is to implement and assess a cohesive program of interdisciplinary urban agriculture-themed PBE modules in four Butler University courses using a campus farm as a hub for learning and collaboration. Pre- and post- module surveys, observations, and focus groups will assess impacts to 1) student course engagement, content knowledge, critical thinking, place attachment, and civic mindedness; 2) faculty teaching and research; and 3) distribution of institutional resources. Future applications will test efficacy of this approach in non-STEM courses and at other institutions. As a means to train the future STEM workforce, this project will determine the impacts of a themed PBE pedagogy implemented across institutional curriculum in fostering scientific literacy, civic mindedness, and interdisciplinary collaboration among STEM and non-STEM majors. This approach will serve as a model for resource-limited institutions where themed learning efforts may stimulate faculty support networks, interdisciplinary research, and institutional support of cross-curricular efforts.

Agency: NSF | Branch: Standard Grant | Program: | Phase: ALGEBRA,NUMBER THEORY,AND COM | Award Amount: 15.00K | Year: 2016

This award supports travel, registration, and accommodation expenses for US researchers, including students and post-doctoral scholars, to attend the 14th Meeting of the Canadian Number Theory Association (CNTA XIV), which will be held at the University of Calgary, Alberta Canada, on June 20-24, 2016. The conference website is here: The CNTA meetings are held bi-annually, and are among the largest number theory conferences world-wide.

In addition to contributed talks, invited talks, and plenary lectures on current research in number theory, there will be a special session honoring the many contributions of Richard Guy, as we celebrate his 100th birthday. Topics covered by the conference traditionally have included algebraic number theory, analytic number theory, computational and algorithmic number theory, arithmetic geometry, diophantine approximation, combinatorial number theory, and any other areas related to or belonging to number theory.

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