Author: Maddie Koss

  • Trusting the Detours: Lindsey Brooks ’24 and Her Path to Operations Leadership

    Trusting the Detours: Lindsey Brooks ’24 and Her Path to Operations Leadership

    When you meet Lindsey Brooks, you immediately sense someone who is both grounded and in motion – a person who thrives by doing, learning, stretching, and stepping into whatever the moment demands.

    Lindsey graduated with a degree in Entrepreneurship and Innovation from the Lacy School of Business in May 2024, and today, she’s the Operations Associate at King Lou Pets, a fast-growing, real-life-inspired pet nutrition company that makes super treats for dogs and cats. The Butler alum oversees warehouse flow, fulfillment, inventory, packaging, and anything else that keeps a young, nimble business running.

    “Anything that would affect how we go about our day-to-day is what I handle,” she said. “And then some other overlap things. I help with our live streams, a little bit of marketing, whatever the business needs.” It’s the exact kind of environment she’s always quietly gravitated toward: hands-on, human-sized, and full of things to figure out.

    Her journey to that spot started long before graduation – back when she was just a high schooler in Grand Rapids, Michigan, where she heard about a small, private university in Indianapolis. “I knew I did well in 30-person classes,” she remembered. “But a 500-person lecture hall? That sounded like the death of me.”

    LSB checked every box she didn’t know she had: intimate classes, a campus that felt big enough but not overwhelming. “And it was super dog friendly, which – huge animal person over here,” she laughed.

    Even still, it wasn’t until she was invited to the Lacy Business Scholars Day that everything clicked into place. “The sessions, the alumni, what the program offered – everything aligned.” She came in as an Exploratory Business major, drawn to business but not yet to a single lane. And then she won the scholarship. “That was the difference between me needing student loans and not.”

    Once at Butler, she didn’t just join campus life – she dove straight into it. Honors. Lacy Scholars. Entrepreneurship & Innovation Club. Stencil. Dawgs Serving Dogs. Club soccer. Coaching. Volunteering. “I’m someone who works better busy,” she said. “The more I have to do, the less I procrastinate. And everything I joined gave me an outlet that wasn’t academic.”

    Inside the classroom, she found the professors who helped shape her path. Early on, it was Professor Kristi Mitchell, lecturer of entrepreneurship and innovation, in First-Year Business Experience. “That class made me realize I wanted to do entrepreneurship and innovation,” she recalled. “I loved problem solving – that feeling of having a million obstacles and figuring out how to get through them.”

    Later, in Operations Management with Professor Matthew Caito, lecturer in operations management, something even more surprising happened. “I’m very black-and-white, type A – and operations just made sense to me. But it still had room for creativity. That balance felt right.” Professor Caito would also become one of the first people she turned to when she realized her first job out of college wasn’t for her. “He helped me think through what I liked, what I didn’t, what to look for, even what to say in interviews. That openness – it changed everything.”

    Which brought her to the pivot she didn’t see coming. “I always said I didn’t want to do supply chain,” she admitted. But during a rough stretch in a sales role, she knew wasn’t the right fit, she reached out to Professor Caito.

    “I told him, ‘I like talking to people, but I don’t like hounding people.’ I had no idea what was next.” He asked questions she hadn’t considered. What did she enjoy? What parts of her last job did she want to keep? Was she willing to trade the comfort of stability for the learning curve of a small business? “He basically said, ‘Worst case scenario, it’s not glamorous. Are you okay with that?’ And I realized… yes, I am.” She smiled. “Small business is exactly what I wanted. And he helped me understand how my experiences fit into that world.”

    She took the leap – from an almost Fortune 500 company to a startup – and everything changed. “You don’t have to find your perfect fit first, second, or even third,” she said. “Just getting into an area or company you like is already a win. I was freaking out back then, but now? I’m 24 and I love my job. That’s already such a blessing.” Her advice to students feeling the pressure to have it all figured out: “Take the pressure off yourself. Be open to risks. Don’t worry what it looks like from the outside. Every step is a steppingstone.”

    Looking ahead, she sees a future rooted in operations. “I love the raw materials side, I love relationships, I love the backend,” she said. Her long-term dream is clear: Director of Operations. Not just running the systems, but shaping them – sourcing new farms for ingredients, managing teams, building structure, being the person who keeps everything moving. She knows she’s ambitious. And she knows she’s in the right place to grow. “My old job had a clear track,” Lindsey said. “This job has a clear purpose. And that matters more.”

    When she reflects on her time at LSB, one thing stands above the rest: the power of a network. “They emphasized it so much – and now I’m like, okay, I get it. The bigger your network, the more potential you have.” She remembers building a LinkedIn profile in class, talking to peers in Real Business Experience, meeting guest speakers, and staying connected with professors. “After speaking at an event recently, my LinkedIn was flooded with requests. That wouldn’t have happened if LSB hadn’t taught me how to show up.”

    Her final words to current students are simple, honest, and lived: “Keep your mind open. Be willing to take risks. Every internship, every job, even the ones you don’t like, teaches you something. You’re not going to know what you want out of a career until you test things out. And that’s okay.”

  • A Day That Changes How Students See Their Future: Inside the Lacy Business Scholars Experience

    A Day That Changes How Students See Their Future: Inside the Lacy Business Scholars Experience

    The Lacy School of Business prides itself on creating moments where students can see their potential more clearly than ever before. Each year, the Lacy Business Scholars Program becomes one of those moments – a day when high‑achieving prospective students step onto campus and, often for the first time, begin to picture what their future could look like here.

    There’s a noticeable shift in the air when Scholars arrive. Some walk in with quiet confidence; others carry the kind of nervous excitement that comes with being recognized for something big. But quickly, a sense of connection forms – students realizing they’re surrounded by peers who worked just as hard to earn this recognition, families recognizing that they’re entering a community that sees their student’s potential.

    What begins as a campus visit soon becomes something far more meaningful.

    Throughout the day, the high school seniors meet the people who make the Lacy School of Business what it is: the faculty who challenge students to think globally and lead ethically; the current students who talk candidly about their experiences; and the alumni who return to share how their time at LSB propelled them to where they are now.

    The stories are different, but the themes are consistent. Hands-on learning that starts from day one. Opportunities to work with real companies on real challenges. Global programs that broaden perspectives and spark new ambitions. A community that encourages curiosity, resilience, and confidence.

    Hearing about the First‑Year Business Experience or Real Business Experience is one thing. Seeing how those programs shape students – how they strengthen their voice, sharpen their judgment, and build their professional identity – is something else entirely.

    And it’s often in those conversations that Scholars begin to lean in a little more. To imagine themselves presenting a business solution, managing an investment fund, or leading a project team. To recognize that this is a place where their ideas won’t just be heard – they’ll be expected.

    Parents and families often find their own meaningful moments during the day. In conversations with alumni and school leadership, they hear honest reflections about what makes the LSB experience transformative: the mentorship, the rigor, the support, and the confidence that emerges when students are trusted with real responsibility.

    These conversations provide something essential: reassurance. A sense that the opportunities talked about aren’t hypothetical; they’re happening every day for students who were once sitting exactly where these Scholars sit now.

    As the day comes to a close, another important realization sets in: this is only the beginning. Many Scholars will soon take part in their virtual scholarship interviews, a meaningful next step in the process that allows them to showcase who they are and what they hope to contribute. It’s more than an interview – it’s an opportunity to articulate their goals, their curiosity, and the drive that brought them here in the first place. For many, preparing for these interviews becomes the moment they realize how much they already have to offer.

    By the end of the day, something subtle but important happens. Students who arrived curious leave with clarity. They understand not just what the Lacy School of Business offers, but what it can help them become. The upcoming interviews feel less like an evaluation and more like a conversation they’re ready for – an extension of the confidence and direction they’ve gained throughout the day.

    Above all, they leave with a feeling LSB hope’s every student finds here: the sense that they are capable, supported, and ready for whatever comes next.

    At the Lacy School of Business, that’s what the Scholars Program is all about. Not just showcasing programs and opportunities, but welcoming students into a community that believes deeply in their potential – and is invested in seeing them thrive.

  • Inspiring Conversations: Lacy School of Business Introduces the Spring 2026 Research Speaker Series

    Inspiring Conversations: Lacy School of Business Introduces the Spring 2026 Research Speaker Series

    The Lacy School of Business is pleased to kick off the Spring 2026 Research Speaker Series – an ongoing celebration of the scholarship, curiosity, and intellectual leadership that drive our community forward.

    This spring lineup brings together faculty researchers who are exploring some of the most relevant questions in business today, offering students and colleagues a chance to engage with emerging insights that shape the way organizations and industries evolve.

    We invite you to join us throughout the semester to learn, connect, and be part of the ongoing exchange of ideas shaping the future.

    Friday, February 20 at 12:00 p.m.

    Speaker: Dr. Matthew Lanham, Assistant Professor of Business Technology and Analytics
    Location: Dugan Hall, Room 457
    Title:     Data4Good: A Ministry of Stewardship

    Abstract: This research reveals how a national, points-based analytics competition can transform traditional “case competitions” into a scalable, service-oriented learning ecosystem. Founded in 2022, Data4Good replaces winner-take-all formats with short, skill-building deliverables that accumulate toward regional champion status, so more participants earn portfolio-ready outcomes beyond a single final presentation.

    Each year, students apply analytics to mission-driven partners—captioning children’s Bible stories in low-resource languages (SIL Global), structuring clinical transcripts for healthcare (a Jesuit hospital system), supporting bereaved military families (TAPS.org), and improving the factuality of AI-generated educational content (Prediction Guard). Grounded in the biblical call to “use whatever gift you have received to serve others,” the talk frames analytic skill as stewardship and highlights how collaboration with experts, vendors, and professional societies accelerates both workforce readiness and real-world impact.

    To date, the competition has generated $141,000 in student prizes and enabled 2,253 Microsoft certifications, demonstrating how stewardship-minded design can scale high-quality outcomes. Looking ahead, Data4Good will expand participation to industry practitioners, strengthening a growing community of data stewards who serve others through analytics.

    Friday, March 27

    Speaker: Dr. Xixi Li, Assistant Professor of Marketing
    Location: Dugan Hall, Room 457
    Title: Subtler but Powerful: How Brand Prominence Influences Collaboration Intentions

    Abstract: Drawing on the stereotype content model, this research examines how and when brand prominence in luxury consumption shapes observers’ trait inferences, emotional responses, and collaboration intentions in task-oriented contexts. Results show that observers report greater collaboration intention with consumers displaying low (vs. high) brand prominence. This effect is driven by more favorable warmth and competence inferences, which in turn elicit higher benign envy.

    Importantly, general brand conspicuousness does not produce similar interpersonal effects. Moreover, the indirect effects on collaboration intentions disappear when the luxury item is perceived as undeserved.  

    Friday, April 17

    Speaker: Dr. Mario Marshall, Assistant Professor of Finance
    Location: Dugan Hall, Room 457
    Title: The Cost of Gambling Investors: Evidence from Reverse Stock Splits

    Abstract: Reverse stock splits are typically followed by sharp valuation declines, even though they leave firm fundamentals unchanged. This study provides evidence that these losses reflect the unwinding of a speculative premium embedded in prices by a class of investors who value lottery-like features, such as low nominal share prices and highly skewed payoffs. Motivated by Robert Shiller’s framework in which speculative value is capitalized into prices with varying intensity, the analysis examines how investor composition shapes the sensitivity of valuations to changes in nominal share prices.

    Using shareholder voting data from U.S. reverse stock splits, the study shows that firms with above-median opposition to reverse split proposals experience substantially larger post-split valuation losses, roughly ten percentage points more than firms with below-median opposition. These effects are significantly stronger in periods and locations associated with elevated gambling sentiment. 

    Overall, the findings suggest that reverse stock splits remove lottery-like attributes that had been capitalized into prices, and that valuation losses are larger when these attributes were priced with greater speculative intensity. The results contribute to ongoing debates over minimum price listing standards by showing that actions taken to meet these rules, such as reverse stock splits, can produce large valuation effects. At the same time, the findings suggest that investors should consider who else holds the stock, since valuation responses depend on investor composition rather than the corporate action alone.

  • When Data Gets Real: The NCAA Final Four Analytics Challenge

    When Data Gets Real: The NCAA Final Four Analytics Challenge

    It doesn’t start with a lecture or a textbook.

    It starts with a question – one without a clear answer – and a dataset big enough to feel intimidating. Students aren’t told exactly what to do or how to get there. Instead, they’re asked to figure it out, together, under real deadlines and real expectations.

    That’s the premise of the NCAA Final Four Analytics Challenge, where analytics move beyond the classroom and into a professional arena. Using real NCAA data, students step into the role of analysts, strategists, and storytellers – applying technical skills while learning how to communicate insights that matter.

    Originally launched as a regional analytics competition, the challenge has grown into a statewide experience that mirrors Indianapolis’s role as both a basketball capital and an innovation hub. Now co-hosted by Butler University and the NCAA, the Final Four Analytics Challenge invites students from across Indiana to step into the kind of analytical work happening behind the scenes of major sporting events – and far beyond them.

    Students compete in teams of two to five, working through multiple rounds that require predictive modeling, visualization, and clear business communication. They’re asked not only to analyze data, but to explain it – translating complex findings into insights decision-makers can actually use.

    For many students, the draw is simple: it’s real.

    “As a Finance and Business Technology Analytics dual major, I wanted hands-on experience in data analysis, exploration, and modeling,” senior Jentry Gottfried said. “Knowing I could potentially present to the NCAA challenged me in a completely new way and opened my eyes to what a career in analytics can look like.”

    That challenge often pushes students well beyond what a traditional classroom can offer. Past participants describe learning new tools, navigating ambiguity, and working at a pace that mirrors professional environments.

    “This competition gave me hands-on experience with advanced Tableau modeling, Google Collaboratory, and data classification,” Gottfried said. “Those are skills you don’t just learn conceptually – you learn them by doing, at the scale real projects require.”

    The analytics challenge is intentionally designed to welcome students from a wide range of academic backgrounds. Analytics experience helps, but curiosity, collaboration, and problem-solving matter just as much.

    Senior Marianna Green, an international business and Spanish double major, didn’t initially see herself as an analytics student at all.

    “I had little to no interest in data analytics until I was encouraged to enroll,” Green said. “I doubted my skills, but the experience pushed me to think innovately, overcome challenges, and rely on the strengths of my team. It was fast-paced, and an incredible experience. I’m so grateful for the way it pushed me.”

    For many students, the impact extends well beyond the competition itself. Participants consistently point to the competition as a turning point – academically, professionally, or both.

    “The challenge broadened my perspective on the opportunities that exist in analytics,” Gottfried said. “It showed me how the skills we’re learning right now can make us changemakers in a rapidly evolving industry.”

    Juanita Rojas, a junior finance and economics double major, echoed that sentiment.

    “The challenge allowed me to apply analytical foundations from the classroom to a real-world problem,” Rojas said. “I learned how to balance technical analysis with clear, actionable insights – how to tell a data story that actually matters to stakeholders.”

    That ability to communicate insights is a core focus of the competition, and one that students say has followed them into internships and professional settings.

    “After the competition, my confidence with data visualization and advocating for recommendations grew significantly,” Rojas said. “It reinforced my interest in using analytics in real decision-making environments.”

    The experience begins with a Tip-Off Event on Feb. 2 at the NCAA Hall of Champions, where teams receive their case and connect with peers and professionals. Finalists advance to present in person on April 6 at the Indiana Convention Center just ahead of the Men’s National Championship game – a national stage that underscores just how real the work has become.

    For students considering whether to register, past participants offer simple advice.

    “Register to broaden your perspective, get hands-on experience, and work with a team that will push you to be better,” Gottfried said.

    “If you’re looking to expand your skill set in a competitive environment, this is it,” Green added. “The skills you take away will serve you long after the competition ends.”

    As Indianapolis prepares to welcome the Final Four, LSB students won’t just be watching the action – they’ll be contributing to the kind of analytical thinking that drives it. And by the end of the competition, they’ll walk away with more than experience.

    They’ll walk away knowing they can do the work.

  • Learning By Doing: Dr. Chi Zhang’s Approach to Marketing Education

    Learning By Doing: Dr. Chi Zhang’s Approach to Marketing Education

    Dr. Chi Zhang didn’t set out to become a marketing professor. In fact, when she started college in central China, she wasn’t even sure what business was. As a first-generation college student trying to make pragmatic choices, she picked computer science because it felt safe. “I knew it would get me a job, but I also knew pretty quickly that coding all day wasn’t where I wanted to stay.”

    So, she added an English major – another practical decision at the time, when English proficiency was rare and highly valued in East Asia. But it wasn’t until she joined an international consulting project led by a business faculty member that something clicked. “That experience opened my eyes,” Dr. Zhang said. “I realized I wanted to be in the business world. I wanted to understand how organizations worked – and I wanted to create impact.”

    There was just one problem: she’d never studied business.

    “I taught myself marketing,” she laughed. “Enough to pass the master’s admissions exam in China, which is very hard. You’re tested on everything – math, English, and your chosen field. I basically learned an entire major on my own.”

    That determination led her to the marketing graduate program at Huazhong University of Science and Technology – one of China’s top 10 universities – where she began conducting research in nonprofit organization (NPO) marketing. But even then, she wondered whether she could take the next step: moving across the world to study marketing in the United States.

    “I didn’t know if I could make it,” she admitted. “Marketing requires cultural knowledge, writing, and communicating. It was intimidating.” She eased into it with a master’s degree in information systems and operations management at the University of Florida – a bridge between her technical background and her growing interest in marketing. She excelled academically, but her heart wasn’t on the technical side anymore. “I knew I needed to stop hesitating,” she said. “So, I applied to Ph.D. programs in marketing and fully committed.”

    That choice eventually led her to the Lacy School of Business – and to a place that immediately felt right.

    “Honestly, it reminds me of my hometown in China,” she said. “Mid-sized, friendly, welcoming. People here take the time to get to know you. That matters.”

    At LSB, Dr. Zhang teaches some of the most data-driven courses in the curriculum. For undergraduate students, she teaches Marketing Analytics, Digital Marketing, and AI in Marketing. For graduate students, she teaches AI in Business for MBA students and Marketing Analytics in the Business Analytics program.

    While those course titles can intimidate students, she sees that as part of the opportunity. “Marketing is changing so fast,” she said. “It’s normal for students to feel nervous about data or analytics. My goal is to help them build confidence – because once you know you can learn something, you’re unstoppable.”

    Her classes combine data tools like Tableau with hands-on experiential work, often in partnership with local nonprofits. In her digital marketing course, students develop real campaigns for organizations that serve immigrant families, women seeking legal aid, and other community groups with limited resources.

    “The students do incredible work,” Dr. Zhang said. “And for the nonprofits, it’s marketing support they might not otherwise have. It’s a perfect example of how learning can make an immediate difference.”

    Dr. Zhang’s dedication to impactful teaching extends into her research as well. She recently published her first sole-authored paper in pedagogical research: “Enhancing Student Engagement and Class Performance in a Marketing Analytics Course: A Student-Empowered Flipped Classroom (SEFC) Approach” in the Journal of Advancement of Marketing Education. The study explores how giving students’ ownership over analytic topics – selecting, researching, and teaching them to peers – transforms apprehensive learners into confident practitioners. “Watching students go from nervous about data to empowered in decision-making is truly fulfilling,” she said. In addition to the scholarship of teaching and learning, her research focuses on nonprofit marketing – an area she has explored for many years – as well as AI in marketing and consumer well-being.

    That belief in constant learning is woven into both her teaching philosophy and her life philosophy. She jokes that becoming a mother to two young daughters made her a better professor.

    “When observing how my little kids learn new things, it gives me many ideas and examples to share with students. I show them how different machine learning models – like neural networks – identify patterns from data. I often use real-life examples to demonstrate that how we teach our children parallels, how machine learning experts train models, and how we should design AI prompts to effectively interact with large language models”.

    And at the end of the day, she hopes her students leave her classroom with something deeper than a set of skills.

    “Marketing is fun,” she said. “It’s dynamic, creative, analytical – all of it. But more than anything, I want students to walk away believing in themselves. Confidence grows with practice. Curiosity opens doors. That’s true in marketing, and it’s true in life.”

  • Dr. Matthew Lanham Elected to Leadership Role in INFORMS Analytics Society

    Dr. Matthew Lanham Elected to Leadership Role in INFORMS Analytics Society

    Dr. Matthew Lanham, Assistant Professor of Business Technology & Analytics in Butler University’s Lacy School of Business, has been elected Vice President / President-Elect of the INFORMS Analytics Society, the largest society within INFORMS and a premier global community for analytics and decision-science professionals.

    The INFORMS Analytics Society brings together leaders in analytics, operations research, optimization, data science, machine learning, and artificial intelligence to advance data-driven decision-making across industries. In his new role, Dr. Lanham will help shape strategic priorities for professional development, certification alignment, and industry partnerships that influence global standards for analytics practice, education, and professional development.

    “This role allows me to directly connect emerging industry needs with how we educate students and support analytics practitioners,” Dr. Lanham said. “My goal is to ensure that analytics education remains decision-centric, experiential, and aligned with the skills employers are actively seeking.”

    Dr. Lanham’s leadership in the Society directly strengthens Butler’s Business Technology and Analytics (BTA) curriculum and experiential learning ecosystem. Through this role, he brings early visibility into evolving analytics standards, certifications, and GenAI-enabled practices—often before they are widely adopted in academic programs—insights that are integrated into coursework, applied projects, and student competitions. These connections help ensure Butler students graduate with not only strong technical foundations, but also industry-validated credentials, portfolios, and professional networks that differentiate them in the job market.

    Dr. Lanham currently serves as an elected member of the INFORMS Analytics Certification Board (ACB) and previously served as President-Elect of the INFORMS Data Mining Society, where he helped lead its growth from a Section into a full Society. His continued involvement across INFORMS societies positions Butler as an active contributor to the national and global analytics community.

    Students interested in applied analytics, competitions, certification pathways, and professional engagement are encouraged to participate through Butler’s INFORMS Student Chapter.

  • The Power of “Let’s Go”: Jenna Burd’s Path to Launching Yalla Solutions

    The Power of “Let’s Go”: Jenna Burd’s Path to Launching Yalla Solutions

    Jenna Burd didn’t just grow up around business – she lived it.

    From her earliest memories, she watched her mother build an advertising agency from scratch while caring for her as a newborn. “I grew up absorbing everything my mom was doing – her drive, creativity, and resilience,” Jenna recalled. “That entrepreneurial spirit stuck with me.”

    By the time she was 10, her father had started his own business as well. Watching both parents juggle professional ambition and family life gave Jenna a vision of the kind of future she wanted: one where she could chase her passions, build her own path, and still maintain balance and flexibility. “They told me entrepreneurship was an option,” she said. “It’s not something only certain people can do. Why not me?”

    That early exposure wasn’t just inspiration – it became action. At the Lacy School of Business, Jenna immersed herself in academics, internships, and personal ventures, learning to navigate the delicate balance of risk, responsibility, and opportunity. “I wanted to dive all in, commit fully, and see what would happen,” the senior marketing and entrepreneurship major said. “This was the easiest time in my life to take risks.”

    A turning point came through LSB’s Real Business Experience (RBE) program. As VP of Sales and CEO for the Men of Butler calendar – a student-led project that featured campus personalities in a playful, novelty way – Jenna discovered the art of leadership. “At first, I wanted to do everything myself,” she laughed. “But I quickly learned how to delegate while staying strategic. That experience taught me how to empower others while keeping the vision on track. It prepared me to lead teams for my own business.”

    Fueled by that hands-on experience and her entrepreneurial roots, Jenna launched Yalla Solutions LLC, a digital-first fractional CMO agency. The name was inspired by a backpacking trip through Morocco, where she kept hearing the word Yalla, meaning “let’s go,” echoing across markets, desert trails, and cafés. “I loved that spirit of action and momentum,” she said. “I wanted to take that energy home and help businesses move forward.”

    Yalla Solutions LLC focuses on helping startups and service businesses create effective digital marketing strategies, blending creativity with cutting-edge tools like AI to deliver measurable results. Through it, Jenna combines her love of problem-solving with her drive to empower others – an extension of the values she absorbed growing up.

    But Jenna credits more than her family for her growth. The Butler Entrepreneurship ecosystem, and faculty mentorship – especially from Nick Smarrelli, lecturer in entrepreneurship and innovation – played a pivotal role. “The program brings students and alumni together in a way that fosters collaboration and growth,” she said. “I wouldn’t be where I am without it. The mentorship, resources, and support are incredible.”

    Looking ahead, Jenna envisions Yalla Solutions LLC growing into the premier fractional marketing firm for service businesses in Indianapolis, with an expanded team and a wider impact on startups navigating the digital landscape. Yet she remains grounded in the principles that brought her this far: risk-taking, hands-on learning, and empowering others.

    For students considering entrepreneurship, Jenna’s advice is simple but powerful: start.

    “Prioritize speed over perfection,” she said. “Figure out what you’re good at, get your hands dirty, and learn by doing. Bet on yourself. You’ll never know what you can accomplish until you try.”

  • Lacy School of Business Students Drive Real-World Change with Indianapolis Vision Zero Initiative

    Lacy School of Business Students Drive Real-World Change with Indianapolis Vision Zero Initiative

    At the Lacy School of Business, our students don’t just learn about data analytics – they apply it to real-world challenges that make a tangible impact on our community. This fall, a group of senior students partnered with the Indianapolis Department of Public Works (DPW) to contribute to Vision Zero, the city’s ambitious initiative to eliminate traffic fatalities and serious injuries by 2035.

    Through this collaboration, students worked on multiple projects analyzing live traffic data to identify high-risk areas across Indianapolis. One focus area was Michigan Road, where a significant number of traffic-related fatalities have occurred. By examining detailed data – including traffic speeds, patterns, and street usage – students developed actionable recommendations for improving safety, such as where medians or other traffic-calming measures could be most effective.

    Another project brought students directly into the heart of the city, in Fountain Square, where they studied the effects of a “road diet” that reduced lanes to slow traffic and installed urban safety devices. Using speed guns and pre/post observations, students tracked vehicle speeds on roads with and without medians, giving them direct insight into how street design influences driver behavior.

    “This project allowed students to see firsthand how data, design, and human behavior intersect on our streets,” Dr. Jason Davidson, assistant professor of management information systems, said. “They weren’t just analyzing numbers – they were observing, learning, and contributing to solutions that could save lives.”

    For Natalie Bayes, a statistics major and data science minor, the opportunity to participate was both exciting and eye-opening. “I’ve never done research before, so when I heard about the Vision Zero partnership, I reached out to Dr. Davidson right away,” she said. “I was really excited to be onsite, collecting data and using speed guns – not just working with numbers on a spreadsheet.”

    The New Jersey native was particularly impacted by the hands-on nature of the work. “Working with the Department of Public Works gave me a perspective on how the city operates,” she explained. “I got to work closely with the traffic signal engineer, and it was fascinating to conceptualize what goes into traffic planning. There are things you don’t think about, and it was fun to contribute to solving real problems.”

    Students presented their findings and recommendations at the City-County Building in early December, creating dashboards and actionable insights that directly inform the DPW’s ongoing safety initiatives.

    Vision Zero reflects Indianapolis’ commitment to creating streets that are safe, equitable, and accessible for everyone – whether walking, biking, driving, or using public transit. By partnering with local government on these initiatives, LSB students are not only learning critical analytical and research skills – they are actively helping shape a safer, smarter city.

    “Hands-on learning is so important,” Natalie added. “If you stay in the classroom, you lose sight of the ‘why.’ Applying what you learn to real-world situations is exactly what you’ll do in every career.”

  • From Courtroom to Classroom: Professor Hilary Buttrick’s Journey in Teaching Business Law

    From Courtroom to Classroom: Professor Hilary Buttrick’s Journey in Teaching Business Law

    For Professor Hilary Buttrick, the path to teaching business law wasn’t a straight line – it was a slow realization that the things she loved most had been pointing her toward the classroom all along.

    As an English major at DePauw University, she loved writing and worked as a peer tutor at the university’s writing center. But as graduation neared, she didn’t yet have a name for the career she was meant to pursue.

    “Someone suggested I look into law school,” the associate professor of business law recalled. “No one in my family had ever gone to law school, so I didn’t really know what it would be like. But it seemed like a way to leverage my strengths in writing and the skills I learned through studying at a liberal arts college.”

    Law did exactly that. It took her to Indiana University McKinney School of Law, then to a successful career in business litigation at Ice Miller. She loved the intellectual rigor, but she also felt pulled toward something more people centered. “Law is all about arguments, and it can be very contentious” she said. “But at its core, it’s about service. Clients come to you in vulnerable moments, and your job is to help them navigate uncertainty.”

    That understanding of service – meeting others where they are – became the thread that ultimately brought her to the Lacy School of Business.

    “When an opening came up to teach at Butler, right here in my backyard, I thought I was the luckiest girl in the world,” the New Harmony native said. “The energy of working with young professionals in the classroom is by far the best part of my workday.”

    Those early days weren’t without nerves, though. Moving from courtroom to the classroom required a new kind of advocacy – one that wasn’t about winning an argument but helping students learn how to build one. She quickly found her stride by leaning into what had drawn her to law in the first place: curiosity, creativity, and the willingness to see a problem from all angles.

    “Sometimes there isn’t one clear right answer,” she explained. “My goal is to help students craft the best possible argument, even for a side they don’t personally agree with. It’s about creativity, problem solving, and service.”

    Over the past decade, Professor Buttrick has watched LSB transform – growing in size, expanding its experiential learning opportunities, and pushing students to think in bigger, more interdisciplinary ways. That evolution is part of what pulled her back to LSB after a period away. “I missed my colleagues, the students, the quality of the work, and the intellectual engagement,” she said. “LSB is a special place where students are inquisitive, respectful, and motivated – and that energy is contagious.”

    As Associate Dean of Academics, Professor Buttrick’s work also includes helping students through some of their most overwhelming moments. It’s meaningful to her in a way that echoes her roots in litigation. “Sometimes students come to me with what seems like an insurmountable problem,” she said. “My role is to help them untangle it so they can thrive. Helping students develop strategies to succeed is deeply satisfying.”

    In the classroom, she brings real-world cases to life through hypotheticals, scenarios, and playful debates – inviting students to test ideas and learn by doing. The impact is real. Several students, who never considered law until taking her course, went on to apply to law school and attributed that decision to her guidance. Those moments stay with her.

    “I really believe in the potential of our students to do great things,” she said. “Preparing students to ask questions, think critically, and make well-reasoned decisions is why I teach. Watching their progress and growth over their time at Butler makes me really hopeful about the future.”

    Outside her work at LSB, Professor Buttrick stays grounded by spending time with her husband, two kids, two dogs, and two cats. She enjoys reading, hiking, traveling, and trying new recipes in search of the perfect chocolate chip cookie. “Being with my family and nurturing curiosity are what keep me energized,” she said.

    For students exploring the intersection of business and law, the professor offers simple but hard-won advice: “Ask questions. One of the greatest traps is thinking you have it all figured out and being entrenched in one perspective. Be willing to hear other ideas and change your mind – it’s how you grow.”

  • Thinking Like a Business Leader: Inside First-Year Business Experience and Top Dawg

    Thinking Like a Business Leader: Inside First-Year Business Experience and Top Dawg

    Before most first-year students have even settled into campus life, they’re handed a challenge: Here’s a real company. Here’s a problem. Now go figure out what to do about it.

    That’s the heartbeat of the First-Year Business Experience (FBE), a course that throws students into the world of business from day one, letting them learn by building, creating, presenting, and discovering. It’s the class that nudges them out of the familiar and into the mindset of someone who asks hard questions, digs for answers, and thinks like a business professional from the start.

    Teams begin the semester by diving into a publicly traded company – an intentional decision that gives students access to real data and real insight.

    “We choose publicly traded companies because students can dig in and find real research,” Brenda Geib-Swanson, Lecturer of Entrepreneurship & Innovation, said. “They don’t know what they don’t know yet, so exploring everything – from marketing to logistics to organizational structure – opens their eyes to how businesses actually operate.”

    This year, every company touched the logistics industry: shipping, fuel, warehousing, and the many layers of supply chain work that shape how products move through the world. For many students, it’s the first time they’ve seen how interconnected business truly is.

    The turning point of the semester comes during the final four weeks, when teams enter what Professor Geib-Swanson calls the “sustainability sprint.” After uncovering a sustainability issue within their chosen company – whether it’s emissions, waste, inefficiency, or something less obvious – they begin ideating a bold, research-backed solution. They sketch, test, revise, and refine, often discovering that the solution they start with is not the one they end up championing.

    “Sustainability is a hot topic, and we want them to think creatively,” Professor Geib-Swanson said. “This is where they practice ideation, problem solving, business writing, and business presenting. Even if they won’t become entrepreneurs, they still need those skills.”

    For first-year exploratory business student Charlotte Potts, the sprint revealed a challenge she didn’t expect to enjoy. “I’m not a numbers person, so the toughest part was getting them right,” she said. “But I ended up handling the cost-benefit analysis, and seeing everything come together – and actually be accurate – felt really rewarding.”

    By the end of the sprint, every team produces a research poster, a one-minute elevator pitch, and a full 4–7 minute presentation. Each class section votes on a winner, and those teams advance to one of the most anticipated traditions of the semester: the Top Dawg First-Year Competition, where section winners pitch to a panel of business professionals. The ultimate Top Dawg earns an automatic A and bragging rights that last long past finals week.

    “It’s really fun,” Professor Geib-Swanson said. “The energy, the ideas, the excitement – students surprise us every year with how far they take this project.”

    By the end of the semester, the transformation is unmistakable. Students who walked in unsure of what business school might look like leave with real experience in ideation, creativity, innovation, and complex problem solving. They’ve researched real companies, uncovered meaningful sustainability challenges, and learned how to communicate their ideas clearly and confidently. They’ve stretched themselves, surprised themselves, and discovered something essential about who they are and who they’re becoming.

    For many, Top Dawg is the defining moment – the culmination of a semester of hard work, curiosity, and creativity. For others, it’s simply the spark – the moment they realize they are capable of thinking like a business leader long before they’ve completed their first year.

    “It’s important to be open to learning as much as you can. You’ll get out of this what you put into it,” Charlotte said. “Problem-solving, teamwork, communicating – these are skills I know I’ll use in future classes and in my career.”