The University of Indianapolis Magazine is produced by the Office of University Communications and Marketing. This cornerstone publication shares stories, impact, and achievements of students, faculty, staff, alumni, as well as friends and supporters of the institution.
Magazine // Summer 2026
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UIndy’s Campus Master Plan is shaping the vision for what’s next.
04 PLANNING FOR THE FUTURE
26 LIFE AT A DIFFERENT PACE No matter how busy or
34 PURPOSE IN PRACTICE Whether in the Army or in private practice, Dr. Misty Spitler ’08 is committed to helping people in their most difficult moments 36 UNSUNG HEROES UIndy students and alumni power college basketball’s biggest weekend 40 GAME DAY, THEIR WAY Inside the UIndy student- run Special Olympics basketball tournament—the only one like it in the world 42 THE MOMENTS YOU CAN’T SCRIPT Greg Rakestraw ’98 enjoys sharing his front row seat for Indiana’s biggest sports stories with listeners 44 FOREVER A GREYHOUND Matt Donovan reflects on 30 years at UIndy 46
Magazine The University of Indianapolis Magazine is produced by the Office of University Communications and Marketing. This cornerstone publication shares stories, impact, and achievements of students, faculty, staff, alumni, as well as friends and supporters of the institution. The magazine, relaunched in 2024, reaches more than 35,000 individuals including alumni, donors, friends, and community and business leaders. The magazine’s digital issue can be found at magazine.uindy.edu. President Tanuja Singh, DBA Provost Christopher Plouff, EdD Board of Trustees John C. Adams; Kevin Armstrong; Annetta C. Beauregard; Carolyn Coleman; Deborah J. Daniels; Murvin S. Enders; Gail Farnsley; Stephen F. Fry; Rev. Aleze Fulbright; Dan Fulmer; Sue Anne Gilroy; Andy Hammond; Adolf Hansen; Emmanuel D. Harris; Sarah Hempstead; Dr. Tricia Hern; Barry S. Howard; Laura Jacquin; Charles Edwin Johnston; William R. Kiesel; Rev. Tracy Malone; Thomas C. Martin; Ersal Ozedmir; Edwin O. Qualls; David Resnick; Dawn Scott; David G. Sease; Yvonne H. Shaheen; Sean Smith; Johnny Smith, Jr.; Richard E. Stierwalt; Laura Strain; Phillip A. Terry; Derek VanEmon; Michael J. Watkins; Pat Watkins; Jeff Whorley; Gordon D. Wishard; C. Daniel Yates President’s Cabinet Corey Back; Garrison Carr; Cyndi Carrasco, JD; Carolyn Golz, PhD; Ryon Kaopuiki; Andrew Kocher; Kimberly Pate; Christopher Plouff, EdD; Philip Thornton Contributing Staff Garrison Carr; Zachary Davenport;
demanding life gets, Emma Gaston ’26 always makes time to serve 28 THE HUMAN SIDE OF RESEARCH
UIndy’s new campus master plan is grounded in student success 08
PARTNERING TO EMPOWER THE SOUTHSIDE’S NEXT GENERATION
Faith Kelley ’25 ’29 explores homelessness in Indianapolis through her Honors project 30 YOUR VISION, OUR FUTURE How endowed funds ensure philanthropic impact matches donor intent 32 ENDURING IMPACT Planned giving supports UIndy now and in the future 33 MASCOT EMERITUS Grady the Greyhound officially retires
A new partnership and a $40M grant are helping high school students learn skills for the future 12 PUTTING AI TO WORK FOR PEOPLE UIndy’s inaugural AI Summit brought hundreds together to learn from the brightest minds in the field 16 A FAMILY AWAY FROM HOME The Build Program is helping students blossom and achieve things even they didn’t think possible 20 FROM HOLLYWOOD TO THE CLASSROOM Rick Dunkle is helping the next generation of storytellers find their voice 24 AN ENGAGED COMMUNITY UIndy earns national recognition for its community engagement
CLASS NOTES Latest news from UIndy Alumni
Tyler Jachnicki; Dan Klein; Lauri Shillings; Troi Watts
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Dear Friends of UIndy,
You will also read about the inaugural University of Indianapolis AI Summit, which brought together thought leaders from across sectors to explore how artificial intelligence can—and must—work for people, organizations, and society. The conversations were thoughtful, forward-looking, and grounded in a shared belief that innovation must be guided by purpose and responsibility. Throughout the issue, you will meet the individuals who define UIndy: our faculty, staff, students, alumni, and supporters. Their stories are reminders that while we look ahead with ambition, we do so on a foundation built by people of talent, dedication, and heart. This issue is, at its core, an invitation to imagine, to engage, and to invest in what is possible when we move forward together. Sincerely,
This issue of our University of Indianapolis Magazine features a unifying theme that feels both timely and deeply rooted in who we are: possibility. For nearly 125 years, UIndy has evolved to meet the needs of its students and its community. In these pages, you will see that spirit of evolution brought to life in bold and inspiring ways. Our campus master plan, featured in a stunning visual spread, invites us to imagine what UIndy can become in the years ahead—a campus that is not only more connected and dynamic, but one that reflects our aspirations for innovation, collaboration, and belonging. Possibility also takes shape through partnership. Our work with Perry Township Schools, made possible through the support of Lilly Endowment Inc., represents a powerful commitment to our southside community. Together, we are addressing workforce challenges, expanding educational pathways, and creating opportunities for students and families that will be transformative. This is what it means to live out our motto of “education for service”—working hand-in- hand to strengthen the communities we call home.
Dr. Tanuja Singh President, University of Indianapolis
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PLANNING
FOR THE FUTURE
learners, the physical campus must evolve to support these efforts. The planning process approached every decision through the lens of relevance and adaptability—ensuring UIndy is equipped to meet the demands of a rapidly changing educational and workforce landscape. The process itself was both data-informed and community-driven. Faculty, staff, students, trustees, and community partners all contributed through a robust stakeholder engagement effort, while detailed assessments of space utilization and building conditions provided a clear picture of current strengths and needs. Those insights, aligned with the University’s strategic plan, ultimately shaped seven priority areas that will guide future development.
For nearly 125 years, the campus of the University of Indianapolis has steadily evolved—growing from a modest footprint into the vibrant, dynamic environment students experience today. Each new building, renovation, and gathering space reflects a moment in time and a response to the needs of its era. Continuing that legacy, the University underwent a campus master planning process in late 2025 and early 2026, inviting stakeholders to see campus not just as it is, but as it could be. Campus master planning is grounded in a clear priority: student success. As the University expands experiential learning opportunities, deepens community partnerships, and creates more flexible pathways for both traditional and nontraditional
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PROJECT GOALS The campus master plan steering committee had 9 objectives as they began the planning process: 01 Evaluate space utilization 02 Assess the physical conditions of facilities
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Forecast space and infrastructure needs
Develop data-informed strategies and attainable initiatives Ensure alignment with sustainability and accessibility goals Explore campus improvements with a focus on enhancing the student experience Engage community partners for opportunities to benefit the campus community and surrounding neighborhood
1. Modernize Housing Modernizing campus housing is a critical step in strengthening the student experience at the University of Indianapolis. Today’s students expect residential spaces that support not only their comfort, but also their sense of connection, wellness, and academic success. Updated housing helps UIndy remain competitive in attracting and retaining students, while creating environments where community can thrive. This priority also reflects the University’s commitment to meeting the needs of a diverse student body while ensuring that residential life remains a central, vibrant part of the UIndy experience. 2. Enhance Academic Spaces Enhancing academic spaces is essential to delivering the high-impact, career-focused education that defines the University of Indianapolis. Modern classrooms and labs must support evolving teaching methods, hands-on learning, and rapidly changing technologies across disciplines. Strategic investments—such as upgraded classroom and lab environments, expanded facilities for the School of Business, and the continued build-out of the R.B. Annis School of Engineering—ensure students learn in spaces that mirror real-world settings. This priority strengthens UIndy’s ability to prepare graduates for in-demand careers while supporting faculty innovation, interdisciplinary collaboration, and long-term program growth.
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Develop innovative experiential education opportunities Enhance placemaking, supporting a vibrant campus
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The resulting master plan outlines a balanced portfolio of renovations, new construction, and targeted upgrades designed to modernize academic spaces, enhance technology, and strengthen student support services. It identifies opportunities to improve campus connectivity, safety, and branding; activate outdoor spaces; and reinforce UIndy’s identity and sense of place. With initiatives spanning the near- and long-term, the plan provides a practical, phased road map for taking an already strong campus to the next level.
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3. Improve Green Spaces Enhancing green spaces is central to creating a more connected, welcoming campus at the University of Indianapolis. Plans to revitalize Smith Mall into a true campus “quad” will establish a vibrant hub for recreation, informal gathering, and daily circulation to bring the campus community together. Complemented by smaller pocket parks and plazas, these improvements will encourage outdoor learning, wellness, and social interaction. Thoughtfully designed green spaces not only elevate the student experience but also strengthen campus identity—creating a sense of place that is both functional and aesthetic. 4. Campus Identity, Security, and Circulation Improving campus identity, security, and circulation is key to shaping how students, visitors, and neighbors experience the University of Indianapolis. Thoughtful additions such as gateway features along Hanna Avenue and Shelby Street, cohesive branding elements, and more clearly defined campus edges will create a stronger, more recognizable sense of place. These enhancements do more than improve wayfinding and safety, they also serve to foster pride and belonging. A campus that feels distinct and intentional reinforces community, ensuring that from the moment a person arrives, it doesn’t feel like just any college or university—it feels unmistakably like UIndy. 5. Dedicated Student Recreation and Study Space Creating dedicated student recreation and study spaces is essential to fostering connection, balance, and belonging at the University of Indianapolis. Reimagining the Schwitzer Student Center—improving flow, activating underutilized areas, and introducing vibrant, flexible spaces—will help establish a true hub of campus life. Relocating the Admissions Office to a more central location, enhancing fitness facilities, and adding welcoming lounge areas for commuter students, all contribute to a more inclusive and accessible experience. This priority ensures students have spaces to gather, recharge, and engage— strengthening both community and overall student success.
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6. Modernize and Improve Athletic Facilities
Modernizing and improving athletic facilities is a strategic investment in visibility, recruitment, and campus pride at the University of Indianapolis. With a highly competitive athletics program, UIndy must continue upgrading facilities to keep pace with peer institutions and meet the expectations of today’s student-athletes. High-quality venues not only support performance and wellness, but also serve as a powerful “front porch” to the University, welcoming prospective students, families, and the community. This priority strengthens enrollment, enhances the University’s brand, and deepens the sense of belonging that athletics fosters across campus. 7. Create Accessible Student Support Spaces Creating accessible student support spaces is essential to ensuring every student can thrive at the University of Indianapolis. Enhancements to Krannert Memorial Library, such as commuter lockers, additional study rooms, and a new tutoring center, will make critical resources more visible, convenient, and effective. By bringing student support services together in a welcoming, easy-to-navigate environment, UIndy can better serve both residential and commuter students. This priority reinforces the University’s commitment to holistic student success, providing the tools and spaces students need to persist, achieve, and feel supported throughout their academic journey. While this master plan provides a clear and ambitious vision, it remains a draft that will continue to evolve as priorities are refined and resources are aligned. Implementation will take a phased approach over the next five to ten years, with meaningful progress beginning in the near term. At the University of Indianapolis, we are energized by the possibilities ahead and hopeful that our community shares in that excitement. As UIndy approaches its 125th anniversary, this plan positions the University to remain adaptable, relevant, and impactful—preparing students not just for careers, but for a lifetime of purpose and contribution.
Concept art provided by Schmidt Associates schmidt-arch.com
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This is an entirely new approach to how education can best serve students and the
workforce of tomorrow. Today’s students need more than knowledge—they need experiential opportunities to grow and adapt.” — Dr. Tanuja Singh, President, University of Indianapolis
PARTNERING TO EMPOWER THE SOUTHSIDE’S NEXT GENERATION How UIndy is helping prepare high school students for whatever comes next—and setting the stage for even more.
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Business teacher Don Manning explains a concept to students in the Entrepreneurship class at Southport High School.
The project’s centerpiece is an innovation facility for Perry Township students on the UIndy campus at the northeast corner of Hanna and State avenues. The brand- new building will anchor the expansion of the township’s entrepreneurship graduation pathway for Perry Meridian and Southport juniors and seniors. It’s supported by a $40 million grant from Lilly Endowment Inc. “I’m really excited for what this partnership means for our students,” said Perry Township Schools Superintendent Dr. Patrick Spray ’94. “Thanks to Lilly Endowment’s support and our collaboration with UIndy, our students will gain real-world experiences in a career-focused setting that will help them explore their interests and develop the skills they need to thrive.” But this could just be the beginning. Leaders see this as an opportunity to rethink how K-12 and higher education
Hundreds of high school students will soon be coming to the University of Indianapolis campus every day to learn the foundational skills needed to succeed in school and in their futures. A new partnership between Perry Township Schools and UIndy is designed to both empower students to transform their lives and communities and show what’s possible when K-12 and higher education work together in new ways. “Our guiding light through this program is to empower the Southside,” said Melissa Morris, Perry Township’s Director of Grants and Strategic Partnerships. “Sometimes there’s a gap between our students and their dreams. We want to help them see what’s possible—and provide them with the skills and tools to turn those dreams into reality.”
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We have such a depth of talent and expertise at the University of Indianapolis. This allows us to connect students with a wide variety of disciplines in hands-on, experiential ways, similar to the approach we use in our DesignSpine program in the R.B. Annis School of Engineering.” — Dr. Chris Plouff, Provost and Executive Vice President
Perry Township’s Director of Innovation and Entrepreneurship, Dr. Brian Bulmer, leads the program. As a first-generation college student himself, Bulmer is passionate about supporting and mentoring students as they explore all their options, including college. In a diverse district where more than 80 languages are spoken and many students are the children of small mom- and-pop businesses owners, he often sees himself in their stories. And it’s no small thing that his students will be literally walking onto a college campus every single day. “If you can’t see it, you can’t be it,” said Bulmer. “Entrepreneurship is really a mindset and a skillset that is transferable into a lot of career sectors. This fantastic opportunity will give our students access to things that I would have dreamed about as a high school student.” Work is already underway to connect learning with UIndy’s academic programs to create
institutions can align in ways that could serve as a model not just for Indianapolis but for communities all across the country. “This is an entirely new approach to how education can best serve students and the workforce of tomorrow,” said UIndy President Dr. Tanuja Singh. “Today’s students need more than knowledge—they need experiential opportunities to grow and adapt. This partnership brings those opportunities onto a university campus, where students can engage in a higher education setting supported by faculty and university resources.” The program will begin this fall with about 50 students using leased space inside Martin Hall to take three entrepreneurship classes. Morris hopes it grows to 400 students after the building opens in Fall 2028, with their school day split between the innovation facility and their home high school.
Conceptual illustrations of the future Perry Township innovation building, based on preliminary renderings by Lancer Associates Architecture. Final designs are under development.
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UIndy is helping high school students see that college is a place where they belong. Thanks to an additional $343,376 in funding from Lilly Endowment Inc, the Summer Success Camp continues to give Southside youth a glimpse of college life. Now in its fourth year, the free, week-long camp partners with Perry Township Schools to provide students with an immersive campus experience. Campers stay in residence halls, eat at Ober Dining Hall, and participate in hands-on activities that help them identify potential majors. “The University is very grateful for this funding from Lilly Endowment, which has enabled us to showcase the opportunities and impact that higher education can have for students who may not have previously seen it as part of their future,” said Andy Kocher, vice president for corporate and community partnerships and chief of staff. Only 51.7% of Indiana high school graduates enrolled directly in college in 2023, down significantly from 65% in 2015. In 2025, 90% of surveyed campers said the experience made them more confident about deciding to go to college and over 80% believed they would succeed in college. “Not only do they see themselves in a physical space, but they see themselves as future college students,” added Kocher.
about and contribute to their parents’ family-owned businesses. But Perry Township leaders believe the impact can be far greater than a single business. By creating new opportunities for students, the partnership can harness the creativity and drive of bright young minds to transform the south side of Indianapolis, touching everything from local businesses to community groups. So don’t measure this partnership by a single building or the number of students in a classroom—measure it by the true impact the next generation will have on the Southside for years to come. “This is so much more than just a program,” said Morris. “This is an experience they will not be able to get anywhere else. Getting that experience, helping them dream bigger, giving them the tools to pursue those passions, is a dream of ours. To be able to do it on a college campus is a dream come true.”
opportunities for students in various disciplines, whether it’s STEM fields, like engineering or business, or creative fields, like performing arts or design. That way, students can explore their interests and apply what they learn in different contexts. They can also receive mentorship from UIndy faculty and students. “We have such a depth of talent and expertise at the University of Indianapolis,” said UIndy Provost Dr. Chris Plouff. “This allows us to connect students with a wide variety of disciplines in hands-on, experiential ways, similar to the approach we use in our DesignSpine program in the R.B. Annis School of Engineering.” A total of 56 students just completed the first-ever Principles of Entrepreneurship course at Southport High School in May. Bulmer and Morris believe many of the lessons learned are already translating beyond the classroom— giving students new ways to think
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PUTTING AI TO WORK FOR PEOPLE
It was a tangible example, in real time, of AI’s potential as a tool to help humans achieve more— as well as its potential shortcomings. That balancing act was a consistent theme throughout the inaugural University of Indianapolis AI Summit. The all-day event on April 9 brought business leaders, technology professionals, and policymakers together to explore the real-world impact of AI and how to make it work for people, organizations, and society. According to a 2025 survey by McKinsey, 88% of organizations are using AI for at least one business function, a sharp increase of 10 percentage points in
The auditorium fell silent. Jaws dropped but, other than a few gasps, no noise came out as more than 250 people watched the power of artificial intelligence be put to work in front of their eyes by one of the world’s foremost authorities in AI. On the Christel DeHaan stage, Cognizant CTO Babak Hodjat—whose company is a global technology leader with 350,000 employees worldwide and $21 billion in revenue—was building an AI agent based on the suggestions and workplace needs of someone in the audience. A task that would have taken days or weeks, if not months, was complete in about a minute.
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Babak Hodjat, Chief AI Officer, Cognizant
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a single year. Yet, for all the advances AI has delivered—detecting cancer that doctors have missed or aiding conservation efforts in Brazil—it’s hard to remember that we’re still at “Day 0.0 of AI,” as entrepreneur and global tech leader Scott Jones put it during an afternoon session, still in the absolute infancy. “Artificial intelligence is already reshaping how businesses operate. The real challenge is how we choose to use it,” said UIndy President Dr. Tanuja Singh. “We are in a moment in time that requires intentional leadership and accountability to ensure this tool strengthens our workforce without sacrificing human judgment and creativity. The ultimate goal must always be human flourishing.” The balance isn’t easy. As Hodjat pointed out, everyone appreciates the computing technology behind modern automatic transmissions. Still, its problems can be just as glaring—like when AI recommended Project Lead The Way CEO David Dimmett walk to a nearby car wash because it was so close to his house. The tension, as Hodjat put it, is knowing when humans need to stay ‘in the loop’ at critical moments and when they can step back to merely be ‘on the loop’ for the sake of efficiency. Nearly every speaker discussed the importance of responsibility as AI continues to advance, while also recognizing that other countries and bad actors will not make the same choice. This is the new reality that everyone must confront, particularly today’s college students, and why UIndy is committed to being a place where these conversations can happen. The 2024 Work Trend Index from Microsoft and LinkedIn found that 66% of leaders would not hire someone without AI skills, and 71% would rather hire a less experienced candidate with AI skills than a more experienced candidate without them. For the University of Indianapolis, the AI Summit was both the culmination of a priority outlined several years ago in the three- year strategic plan and the launching point of something far more—an effort to bring key leaders and stakeholders together around one of the most important issues shaping the future of work. “This is only the beginning,” said Singh. “As a thought leader and institution of higher education, the University of Indianapolis has a responsibility to help people and organizations harness emerging technology. We must prepare our students for the future in a way that enables all of us to thrive.” The conversations on stage on April 9 and the jaw-dropping moment of creating a helpful AI agent in about the same amount of time as it takes to do a security update on one’s computer, demonstrate that artificial intelligence is here to stay. That much is clear, even on Day 0.0. The challenge is how to ensure technological advancements do not take center stage at the expense of human flourishing. If the right balance can be achieved, it will mean that artificial intelligence can live up to its potential as a tool that truly works for people.
This is only the beginning. As a thought leader and institution of higher education, the University of Indianapolis has a responsibility to help people and organizations harness emerging technology. We must prepare our students for the future in a way that enables all of us to thrive.” — Dr. Tanuja Singh, President, University of Indianapolis
Justina Nixon-Saintil, Vice President of Corporate Social Responsibility and Chief Impact Officer, IBM
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Brandon Scott, Chief Innovation and Growth Officer, Ten Adams (left), and Dr. David Dimmet, CEO, Project Lead The Way
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A FAMILY AWAY FROM HOME BUILD PROGRAM : THE IMPACT OF UINDY’S
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education and counseling, as well as her own experience with ADHD, McGill leads the program with a hands-on, student-centered approach. McGill helps students navigate difficult social situations, from roommate conflicts to academic decisions, and remains a constant point of contact for both students and their parents. “The amount of communication with her about our students brings us more peace of mind,” said Dave Sternberg, father of two Build students, one of whom is now an alumnus. “When they look back on their child’s college experience, how many parents can say, ‘I had a direct contact to deal with, and who would talk to me?’” That personalized support is exactly what Kody Huston ’28 (Psychology, Pre-OT) was looking for during their college search. After being diagnosed with ADHD and autism in high school, Huston realized that they would need more support than the legally required accommodations had to offer. Build was the perfect fit.
As a freshman, Hayden Lake ’26 (Sport Management) found his college coursework piling up faster than he could keep up. A fear of judgment kept him from confiding in his tutor, but someone had noticed. Betsy McGill, director of Disability Resources and Build at the University of Indianapolis, pulled Lake into her office one day. Having worked with other students with autism, ADHD, and other learning disabilities for over a decade, McGill recognized what Lake needed in that moment. “This is a judgment-free zone. We’re here to help you, not judge you,” she told him. It was then that Lake saw what the Build Program truly is: a family. Established in 1990, the program has been revitalized over the past decade under McGill. As a fee-for- service program, Build offers individualized support that goes beyond what is typically available through standard accommodations for students with learning disabilities. Drawing on her background in special
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▲ The Build community at the 2025 Homecoming Tailgate. ▼ Build students participate in a game night on campus.
“Learning those skills is really important, because for some of us, that’s hard. We don’t always understand them. Build helps us actually learn those social skills—the things that aren’t really taught, but are expected to be known.” Each year brings a new class of students with a different set of needs, and Build has the flexibility to meet them where they’re at. Students complete a survey identifying the social skills and life topics they want to focus on over the course of the year. Topics range from joining conversations and managing schedules to understanding the difference between an excuse and an apology. “They work on anything and everything that they need to know to live a normal life and to live independently someday,” said Lisa Nordhoff, whose daughter is a Build student. “As a parent, that’s our hope, that our children can live independently and thrive as adults.”
“I know if I’m struggling with something, I can go ask Betsy,” said Huston. “Either she knows the answer, or she’ll know who to talk to about it. Having those connections helps.” The Build community is far more than just accommodations and academics. Outside of the Build office, you’ll find students hanging out, talking casually about classes and life, and probably sharing a meal. Students practice specific social skills at weekly lunches, such as speaking at an appropriate volume, with lessons hosted by McGill or Build mentors—upperclassmen who have experienced the same challenges and continue to develop their own skills through mentorship. “I’m currently working on my speaking volume,” explained Huston. “I used to talk really loudly, and so I’m working on being quieter. So to help me with that, Betsy just pulled out a decibel meter on her phone and recorded how loudly I was talking to show me.
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We run it like a family.” – Betsy McGill, Director of Disability Resources and Build
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From left to right: Hayden Lake ’26 (Sport Management), Kody Huston ’28 (Psychology, Pre-OT), and Betsy McGill.
Nordhoff has watched her daughter blossom into a Build mentor, helping guide younger students through tutoring and social skills lessons, something Nordhoff wouldn’t have expected when her daughter entered college. “Initially, she was very shy and a bit socially awkward,” explained Nordhoff. “Now she’s really opened up. Build has given her self-confidence, reassurance, and other students to talk with, and it’s really helped her.” And since McGill’s intervention three years ago, Lake has thrived in his studies and graduated with his bachelor’s in May. “I was a completely different person when I started college than I am today,” said Lake. “Being a part of Build means all the world to me.” That kind of transformation is exactly what McGill envisioned. Not just helping students succeed in the classroom, but equipping them with the skills, confidence, and independence to thrive long after graduation. For many students and their parents, Build is more than a program—it’s a family.
There are lots of fun and games in this family, too. One of the annual highlights is Jeopardy! night, where Build students face off against staff—and students have won the past three tournaments in a row! Another beloved tradition is a tailgate at UIndy Homecoming, started by the Nordhoffs. It is easily one of the most attended tailgates in the Key Stadium lot and even won ‘Best Tailgate’ in 2025. “We had over 120 people at the first tailgate,” said Nordhoff. “We invited all the Build parents, some of whom traveled from other states. It’s almost like a support group. The kids have one another in college, but it’s nice to know you’ve got other parents out there that have been through some of the same challenges.” But success can perhaps best be measured in the long-term impact on each Greyhound and their increased ability to thrive after graduation. Sternberg has seen his son, Carter, go from not being social to establishing a brand-new student organization on campus, the Blossoming of Friends club, which is still active today. “He is very social now, and he grew so much,” Sternberg said. “Maybe that would have happened anyway, but I don’t think it would have happened to that degree without Build.”
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FROM
TO THE CLASSROOM
Rick Dunkle’s storybook ending isn’t in Tinseltown—it’s helping the next generation of storytellers find their voice in a rapidly changing world.
▲ Dunkle with cast members from the first episode he ever wrote for “Criminal Minds” (Season 4): Jackson Rathbone (left), known for the “Twilight” series, Jason Alexander, known for “Seinfeld,” and production assistant Adam Browder.
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Rick Dunkle doesn’t start class with a lecture. Instead, he asks his podcasting students: how real does his AI-cloned voice sound? It gets a few laughs at first as he plays with a few settings. But the room gets quiet—and conversation quickly shifts—when the voice is convincing enough to trigger Siri. What began as a simple demonstration quickly becomes an opportunity to wrestle with deeper issues and the increasingly blurred lines between what’s real and what’s not, particularly in the era of artificial intelligence. It’s the exact type of critical thinking that Dunkle believes his students must develop. You might think a successful television writer and producer like Dunkle would be wanting to head back to Hollywood and the next big hit show. But that couldn’t be further from the truth. He is exactly where he wants to be, serving as assistant professor of communication and general manager of UIndy TV and WICR. Growing up in Indiana, the son of a sociology professor, Dunkle wanted to be in the television or movie industry as long as he could remember. At 5, he was writing scripts and filming them with a home video camera. By middle school, he and his friends were dressing up and filming their own “Star Trek” episodes. He dropped out of college before his senior year to move to California and pursue his dream in earnest. “I promised my family two things,” Dunkle said. “I would finish my degree and, one day, come back to teach what I learned.”
Dunkle in a “Star Trek” costume, filming original episodes with friends, circa 1994.
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meeting was over, Bernero offered him a job as a script coordinator on a new show called Criminal Minds. While it meant a significant pay cut, the decision was easy. Dunkle remained part of the franchise for the next 12 years. Again, it was his diligence and hard work that gained him notice. What began as a job refining scripts evolved into more creative responsibility, and by the fifth season, he had become a full-time writer. But Indiana was calling—and the complete fulfillment of that second promise. For a few years, Dunkle split his time between Hollywood and the Hoosier state, balancing television work with time closer to family. In 2017, he taught a digital storytelling class at the University of Indianapolis. While he had taught courses as an adjunct in California, this one left a lasting impression. “I had such a blast,” said Dunkle. “The students were so impressive. I got so much joy out of passing on information and seeing them thrive.” When a full-time professor of practice position opened at UIndy in 2022, the timing was absolutely perfect. Dunkle brings his real-world experience into the classroom. His students produce documentaries, live newscasts, and
Dunkle started at the very bottom—working food service jobs to pay the bills and making good on his promise to finish his degree. When he learned a showrunner, Ed Bernero, would be teaching a television writing class with only six spots available, he slept in his car outside the registration building to ensure he would be first in line. That class changed his life in more ways than one. Bernero saw Dunkle’s talent and potential. It was also where Dunkle began to chart the direction of his career. “Ed told me that in the TV world the writers are in charge, and in the film world it’s the directors and producers who are in charge,” Dunkle said. “I definitely wanted to work my way up to the point where I was leading things. Since writing was my path, television gave me a way to get there.” After graduate school, Dunkle landed an internship at Paramount compiling ratings reports. It wasn’t creative or particularly enjoyable, but it was a foothold—something he still reminds his UIndy students the importance of today. That led to a job at Sony Pictures, where he continued working his way up. But while the money was good, as Dunkle says, “more money than I thought growing up in Indiana I would ever make,” it wasn’t the kind of creative writing work he had imagined. Dunkle reached out to Bernero, still a contact, to thank him and ask for the chance to learn under him. Before their
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I hope we’re teaching our students to communicate
with integrity. I hope none of them fall into the trap of just chasing the money. I hope they chase the mission instead.”
— Rick Dunkle, Assistant Professor of Practice in Communication, General Manager of UIndy TV & WICR
Dunkle with cast member Matthew Gray Gubler (left) and writer-producer Andrew Wilder during the first episode Dunkle wrote for “Criminal Minds” (Season 4). ▲
even a Saturday Night Live-style sketch comedy event. Through it all, he’s a firm believer in pushing his students to take ownership and think for themselves—a lesson he learned from Bernero. “I’m not going to tell you everything you need to know because then I’m doing you a disservice,” Dunkle said. “I’ll point them in the right direction but I never take them to the finish line. They have to do that.” It’s a lesson that is even more important in the world of artificial intelligence, where AI can both clone voices and create content. As technology rapidly reshapes how media is produced and consumed, Dunkle sees both opportunity and responsibility. New tools level the playing field and allow students the ability to create things and pursue opportunities that weren’t possible before. But those same tools also make it easier to mislead. “Media is such a power that I hope they use it for good,” Dunkle said. “Right now, we see too many media entities skewing the truth and doing what their advertisers want. I hope we’re teaching our students to communicate with integrity. I hope none of them fall into the trap of just chasing the money. I hope they chase the mission instead.”
Dunkle on the set of “Criminal Minds” with cast member Kirsten Vangsness.
Dunkle with actor Mark Hamill, better known as Luke Skywalker, who was a guest star for a Dunkle- penned episode in Season 8 of “Criminal Minds.”
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MAGAZINE // SUMMER 2026
AN ENGAGED COMMUNITY UIndy Earns National Recognition
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UNIVERSITY OF INDIANAPOLIS
The University of Indianapolis was recently recognized by the American Council on Education and the Carnegie Foundation for the Advancement of Teaching with the 2026 Community Engagement (CE) Classification. UIndy is one of just 80 private colleges and universities to achieve the CE designation in the 2026 cohort. The Carnegie Classifications are widely regarded as one of the most important benchmarking tools in higher education, often used by policymakers, funders, and researchers. The CE classification is based on three core pillars : meaningful community engagement activities, measurable impact, and intentional self-reflection. UIndy’s classification remains valid through 2032. ACTIVITIES: Community engagement is embedded into more than 300 classes at the University. Whether it’s nursing students running a vaccination clinic, engineering students designing real-world solutions through DesignSpine , physical therapy students developing a health fair for older adults at the local YMCA, or sport management students running a basketball tournament for Special Olympics Indiana (see p. 40), UIndy students are actively engaging with others and making their community better. Service hours are also a requirement for all Registered Student Organizations on campus.
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We need to remain innovative. We need to remain true to our
mission as an institution. Engaging with our community, our partners and our industries challenges us to think about how to do those things. Higher education is what prepares the next generation of responsible citizens. Training a student on how to use a computer is one thing, but helping them prepare to be good, responsible, and sensitive humans can only happen when you engage with other people, especially people who are different from you. This is the key to truly developing our future engaged, authentic, and ethical citizens that are going to drive and progress our industry forward.”
IMPACT: $8,697,500
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The estimated value of UIndy’s community engagement in 2025—based on 250,000 hours multiplied by $34.79, the estimated national value of a volunteer hour. REFLECTION: Intentionality is required. The CE application requires institutions to demonstrate that community engagement is not unintentional or unplanned, but purpose-driven and aligned to student learning objectives. Through surveys of students, faculty, and community partners, the University measures outcomes and ensures each experience remains meaningful and mutually beneficial.
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— Marianna Foulkrod, Director of the Center for Service-Learning & Community Engagement
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MAGAZINE // SUMMER 2026
LIFE AT A PACE No matter how busy or demanding life gets, Emma Gaston ’26 always makes time to serve. On a typical day at Joy’s House, cross country and track athlete Emma Gaston ’26 (Biology, Chemistry) isn’t thinking about workout splits or what comes next in her packed schedule. Inside the adult day service center, where many guests are living with progressive neurological conditions, the pace of life is different. She’s thinking about what someone needs in the moment. Maybe that means helping with a craft or going for a walk. Sometimes it’s just sitting in quiet companionship. Different
Each day looks a little different, and each person does too. There’s no script to follow or clear markers for success. “It’s not goal-oriented in that way,” Gaston said. “It’s more so just being present and doing what is needed at the time.” That mindset has become central to who she is. Service isn’t something she schedules around other things. It shapes how she approaches everything else. “The entire journey is not about me, it’s about how I can help others,” she said. Outside of Joy’s House, Gaston’s life moves at a very different pace. Gaston is constantly challenged by the rigors of her life as an athlete and as a chemistry and biology double major—and the packed schedules that come with those aspirations. This fall, she’ll head to Rush University in Chicago, where she was accepted into a highly selective cardiovascular perfusion program, preparing for a role operating the heart-lung machine in open-heart surgeries. It’s a role that demands precision, composure, and the ability to perform under extreme pressure.
“I like things to be intense,” she said. “High pressure, high stress.” That desire shows up everywhere. From her preference for the longest event in track and field, the 10,000 meters, to her demanding academic course load. Even her daily routine of early mornings, packed schedules, and constant movement from one thing to the next reflects a willingness to push the limits. She talks about those environments the same way she talks about a hard workout. There’s a point when things get uncomfortable and it would be easy to back off, but that’s where she leans in. “Embrace the suffering,” she added. “These are the moments I used to pray for.” What makes Gaston compelling is her ability to pair her intensity with compassion. At Joy’s House, success could mean helping someone feel safe and seen for a few hours. In the operating room, it could mean helping save a life. On the track or course, it means pushing through the final
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UNIVERSITY OF INDIANAPOLIS
Even her own individual honors don’t shift that perspective. When Gaston was named to the NACDA Allstate Good Works Team, which recognizes student- athletes who go above and beyond in volunteerism and civic engagement, her initial reaction was confusion over why her work was worth recognizing. After all, to her it was second nature. Only after reflecting did she see the recognition differently, not as validation but as a platform to highlight the importance of community service, especially for student-athletes who might not feel like they have extra time. “There’s always time if you make time,” she said. That’s why she makes time for Joy’s House. The work doesn’t build toward a finish line. There’s no next level to reach and no measurable improvement to track. For Gaston, that’s not just a break from the rest of her life, but a reminder of why she’s doing it. She talks about times when a guest lights up during an activity or finds a small sense of purpose in helping with something. Those moments stay with her. “Those are really big moments for them,” she said. “That’s what matters.” In a schedule filled with demanding classes, intense training, and preparation for a high-pressure career, those moments help keep everything in perspective and remind Gaston that she just needs to keep making the time.
stages of a race. Each environment demands something different but the core remains the same: awareness, discipline, and a willingness to meet the moment. Those qualities also define her leadership. As president of UIndy’s Student-Athlete Advisory Committee (SAAC), Gaston has spent the past two years helping shape the experience of student-athletes across campus. One of the group’s major projects has been building up the SAAC Awards. In addition to on-field performances, the awards highlight leadership and community service, areas that don’t always get the same attention. True to form, Gaston doesn’t frame her leadership in terms of personal achievement. Instead, she focuses on what it enables for others—recognition for overlooked sports, opportunities for connection, and a stronger sense of community. “There are a lot of people doing really good work that you don’t always see,” she said.
Gaston works on a craft with a guest at Joy’s House.
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MAGAZINE // SUMMER 2026
Faith Kelley ’25 ’29 (Human Biology, Master of Occupational Therapy)
THE HUMAN SIDE OF RESEARCH
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UNIVERSITY OF INDIANAPOLIS
Kelley interviewed expressed concern that the policy could create additional barriers for individuals seeking stable housing. For Kelley, those concerns reinforced the need for stronger communication between service providers and lawmakers. “I hope that city and state leaders will be able to connect with service providers and talk to them about how we can solve this issue in a way that’s not going to further inhibit their work or inhibit people from getting housing,” she explained. “Having these conversations made me more empathetic, and it also really brought to light that in the end, we’re all humans. If we keep perpetuating negative stereotypes about one another or if we keep holding on to these very strong ideas about each other, we’ll miss that opportunity to connect in a very human way.”
Faith Kelley ’25 ’29 (Human Biology, Master of Occupational Therapy) didn’t just complete an Honors project—she set out to understand one of Indianapolis’s most pressing challenges: homelessness. Through interviews with service providers and individuals experiencing homelessness, Kelley examined the barriers that prevent people from accessing stable housing and how those challenges intersect with health, employment, and transportation. As part of the Ron and Laura Strain Honors College curriculum, students complete a research project of their choosing. Inspired by her volunteer work with the Salvation Army and service opportunities through her church, Kelley chose to research the barriers to housing in Indianapolis. “I’ve always been really involved in projects that are meant to help people who are in need.”
Not only has her Honors project had a real impact on her community, but it has also helped Kelley come out of her shell. A self-described introvert, Kelley never imagined that her research would put her in the spotlight, much less on television, but that’s where she ended up. With the encouragement of Dr. Ziff and Dr. Jim Williams, dean of the Honors College, Kelley appeared on WISH-TV last fall to share her research. “It’s very hard for me to want to put myself out there,” she
Housing is one of the top five health concerns in Indianapolis, according to the 2025 Community Health Assessment by the Marion County Public Health Department. Under the guidance of her Honors faculty mentor, Dr. Elizabeth Ziff, Kelley conducted interviews with service providers from two Indianapolis-based nonprofits, Horizon House and Holy Family Shelter, as well as local individuals experiencing homelessness. The interviews gave Kelley firsthand accounts of the major barriers preventing individuals from accessing housing: access
This project really encouraged me to
have that holistic perspective on a person, and I feel like that translates pretty well into occupational therapy, trying to get all the details about a person to help them the most.” — Faith Kelley ’25 ’29 (Human Biology, Master of Occupational Therapy)
recalled. “I would have never done a TV interview if it were not for Dr. Ziff. She’s definitely encouraged me to take those opportunities.” Kelley’s research has directly shaped how she approaches her future in occupational therapy. “When you look at somebody’s health, you want to look at that person not just from the biology of it, but also at the social and environmental context of that person’s life,” shared Kelley. “This project really encouraged me to have that holistic perspective on a person, and I feel like that translates pretty well into occupational therapy, trying to get all the details about a person to help them the most.” As Kelley begins her journey in the Master of Occupational Therapy program at UIndy, she isn’t just carrying forward impressive academic experience; she’s bringing with her a deeper understanding of the people and systems she hopes to serve.
to transportation, employment, personal health, and stereotyping. But Kelley didn’t stop at simply identifying these major barriers; she pushed her research to look at how they could influence one another. “If you’re struggling to get access to transportation, is that also making it difficult to take care of your personal health?” Kelley said. “One individual I interviewed had found out they had cancer, and now they were homeless.” By highlighting how barriers like transportation and health can compound, Kelley’s research offers service providers a more holistic framework for support. She hopes that her research will inform advocacy efforts by nonprofit and community leaders and Indiana lawmakers. During the final year of her project, state legislators passed a bill banning long-term sheltering on government-owned property. Service providers
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MAGAZINE // SUMMER 2026
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