Carolyn Gentle-Genitty
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Translating Student Engagement Research into Assessment Data Through Collaboration: A University, Youth and Housing Agency, and Community Partnership
After conducting research on youth antisocial behavior and studying middle school truancy through the lens of the social control theory, a Perception of School Social Bonding instrument was developed and is being tested. The result has been a new project titled "Student Success." The project endeavors to assess schools' opportunities to increase students' bond to their school. For this project "school bond" is defined as students' perception of schools options for them to be attached, committed, involved, and believe in the value of school. In addition to assessment of their perceptions, students' attendance rates will be examined where available. The project will be with schools throughout the US who have agreed to have their school assessed. The goals of the project are 1) to evaluate students' perceptions of their schools using the Gentle-Genitty Perception of School Social Bonding Scale (PSSB); 2) ascertain challenges students face in the school environment as evidenced through their levels of attachment, commitment, involvement, and belief; 3) assess whether student perceptions and challenges impede or influence their attendance rates; 4) assess whether students' bond perceptions and attendance rates impede student success; 5) assist in drafting strategies to increase student attendance rates and thereby reducing evidence of truancy as well as market the instrument used to assess. The research question is "What school environmental factors can improve student success through the assessment of student attendance rates and perceptions of social bonding opportunities?"
Dr. Gentle-Genitty's work to apply research on students' connection to their schools and the impact that has on student success is another example of how IUPUI's faculty members are TRANSLATING their RESEARCH INTO PRACTICE.
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Item Impact of Schools' Social Bonding on Chronic Truancy: Perceptions of Middle School Principals(2009-03-18T18:34:05Z) Gentle-Genitty, Carolyn Sherlet; Westhuis, David; Barton, William H., 1949-; Adamek, Margaret E.; Anderson, Jeffrey; Jarjoura, G. RogerNo longer is the family the only unit of care for children and their education; schools are now the primary unit of education and are responsible for at least 6-8 hours of student connectedness. Yet, one in every 100 US students is truant. Among students ages 14-17, the number of truants is one in 10. In one township in Indiana, one in every three students is a chronic truant. Understanding why children disengage from school before reaching the compulsory attendance age of 16 is essential. This study explored the relationship of schools’ social bonding opportunities and principals’ perceptions of students’ social bond on rates of chronic truancy in middle schools. Chronic truancy was defined as 10 or more absences reported to the Indiana Department of Education during the 2006-2007 school year. Methods. A cross-sectional online survey consisting of 81 items was administered using Survey Monkey™. The list of participants was generated from the Indiana Department of Education’s online database of middle and junior high schools in Indiana. Of the 429 principals invited to participate, 144 responded. The final sample consisted of 99 public schools. Secondary data was used to compare school demographic characteristics. Results. Using multiple regression analyses, the results showed that schools’ social bonding opportunities and principals’ perceptions of students’ social bonding in middle school were positively but not significantly related to rates of chronic truancy. The variables in the model of best fit accounted for 16% of the change in rates of chronic truancy. Principals reported doing well at creating opportunities for students to attach and be involved in school but that they needed to improve on building relationships to effectively increase social bonding in their middle schools. Conclusions. Student success is dependent on not only what the student brings to the school environment but what the school environment provides to the student. Creating an environment for students to thrive and succeed relies on the opportunities for social bonding in the middle school. Truancy prevention and school engagement is a shared responsibility.Item Determining Evidence Based Properties of M.O.P. Civic Education School Discipline Program(Office of the Vice Chancellor for Research, 2014-04-11) Gentle-Genitty, Carolyn; Gauss, Christy; Nichter, Susan; Karikari, Isaac; Cudjoe, TracySchool discipline helps establish a safe and supportive environment for student learning and development. There are however factors that can undermine the creation of such an environment. These factors include the conduct of students as well as that of school staff. The Me Others Property Civic Education School Discipline Program has been implemented for the last 20 years in several local schools in Indiana. However its evidence based properties have yet to be evaluated. This study examined such properties via the literature on evidence based practices for school discipline. The APA Presidential Task Force on Evidence-Based Practice (EBP) suggests that the use of EBP in schools can help boost students’ psychological wellbeing, and also create the grounds for productive learning outcomes (Evidence-Based Practice in Psychology, 2006). There is increasing appeal for interventions developed on the basis data-informed practices (Kelly et al., 2010). Specifically the study continues to assess the data from a survey administered in two local schools (70 elementary students) and 45 high school-age students who completed a pre-post-test in Belize. The MOP program espouse to help students learn how to respect themselves, others, and property and make right choices. Preliminary findings are presented and discussed.Item Impacts of School Bonding on Problem Behaviors: Ethnic differences(Office of the Vice Chancellor for Research, 2014-04-11) Gentle-Genitty, Carolyn; Karikari, Isaac; Kim, Jangmin; Hutcherson, AndricusThis study examined the different impacts of school bonding on problem behaviors between ethnic groups (minority students and white students). The study sample was a local Indiana Exemplar public school. A random number of fourth through eighth grade students (6-16 years of age) were asked to complete a survey. Teachers read to younger students to complete. Of the sample 48% were boys and 51% were girls. Of the six categories for ethnicity, 51% were white and 49% comprised the other ethnicity categories, accounting for a total of 192 students. The study specifically looked at the interaction effect of ethnicity on the relationship between school bonding (Attachment, Commitment, Involvement, and Belief) and misbehavior in school (delinquency). The variables were identified through a factor analysis from the copyrighted Gentle-Genitty Perception of School Social Bonding Instrument. The school bonding instrument is reliable and valid (Cronbach’s Alpha .85). The preliminary results show that… • Involvement and belief are significantly associated with reduced misbehaviors in school. • Minority students exhibit behavior that is perceived as delinquent more often than white students. • Older students in higher-grade levels are more likely to exhibit negative behavior than younger students in lower grade levels. • The impact of one of the social bonding variables (involvement-participation in activities) on problem behavior is significantly greater for minority students than white students, as seen in the graph below.Item STUDENT BOND = STUDENT SUCCESS(Office of the Vice Chancellor for Research, 2012-04-13) Smith, Renee D.; Gentle-Genitty, CarolynPerceptions of social bonding in school are essential in reducing school truancy rates. In order to address and mitigate truancy issues, it must first be identified what role schools have traditionally played in regards to how well-bonded students feel to their school. The current research project as-sessed school opportunities to increase students’ bond to school. “School bond” is defined as students’ perception of schools options for them to be attached, committed, involved, and believe in the value of school. The pre-liminary results from a sample of 20 randomly selected Indianapolis Public Schools (IPS) students using the Gentle-Genitty Perception of School Social Bonding (PSSB) instrument, through a community partnership, are present-ed. In addition to perception assessment, attendance rates were also exam-ined. The goals of the entire project are 1) to evaluate students’ perceptions of their school; 2) ascertain challenges faced in the school environment as evidenced through their levels of attachment, commitment, involvement, and belief; 3) assess whether student perceptions and challenges impede or influence their attendance rates; 4) assess whether students’ bond, percep-tions, and attendance rates impede their success; and 5) assist in drafting strategies to increase attendance rates and thereby reducing evidence of truancy.Item A Case Study of Extracurricular Activities in Central Indiana(Office of the Vice Chancellor for Research, 2015-04-17) Bah, Aissata; Dennis, Sheila; Hester, Nicholas; Hutcherson, Andricus; Kessler, Alexandra; Khalid, Ariba; Khalid, Umara; Gentle-Genitty, Carolyn; Kim, Jangmin; Karikari, Isaac; House-Soremekun, Bessie; Dennis, Shelia; Hutcherson, Andricus; Veal, BrittanyAlthough previous research noted that extracurricular activities are significantly associated with various students’ outcomes, little research to date has explored their current conditions. This case study examined the status and quality of extracurricular activities in 11 public schools around Central Indiana. Two sets of data were combined and matched by each school’s identification: the survey of extracurricular activities from schools and the schools’ characteristics from Indiana Department of Education. Of the sample, 67% were elementary schools and 42% were relatively low SES schools with a larger number of students receiving free meals. Our study showed that on average, schools provided 21 different extracurricular activities for their students. Academic activities were most prevalent (100%), followed by performing arts activities (83.3%), sports activities (83.3%), prosocial activities (75%), and school involvement activities (66.7%). For the quality of extracurricular activities, about 12% of students in each school participated in at least one activity and spent an average of 2.6 hours a week on extracurricular activities. The mean number of staff and volunteers who administered activities was 5. Approximately 39% of activities in each school were delivered by community partnerships. Our study also found that elementary schools had the lower mean scores in most measures of the quality of extracurricular activities, such as the frequency of the activities, hours spent per week, and the number of staff and volunteers. Furthermore, low SES schools tended to have lower levels of students’ participation in extracurricular activities, although they provided more frequent and diverse activities than high SES schools. These results may imply that more significant attention should be paid to elementary schools to improve the quality of activities as well as low SES schools to promote students’ active involvement.Item Exploring individual perceptions of school competence(Office of the Vice Chancellor for Research, 2011-04-08) Vinson, J.; Gentle-Genitty, CarolynThe project explores school competence and endeavors to define and assess ways of measuring persons’ abilities to successfully complete school-related tasks. The current study also examines factors in the realm of the school-to-prison pipeline. Current research is necessary to further explore individual perceptions of school competence. A school competency instrument was developed and is being pilot tested. The instrument assesses the influence of teachers, parents, peers, and students’ perceptions on their level school competence.Item Moving Theory Understanding into Assessment Forms(Office of the Vice Chancellor for Research, 2011-04-08) Gentle-Genitty, CarolynThe project is an initiative with an MSW student who explored a Human Behavior and the Social Environment Theory - Strengths Perspective and after research on the theory/perspective designed an assessment questionnaire form based on the concepts and principles of the theory/perspective.Item SALT Model-Strengths, Area of Focus, Limitations, and Theory(Office of the Vice Chancellor for Research, 2011-04-08) Gentle-Genitty, CarolynThe exhibit will present a tool developed to teach and learn about theory at the undergraduate or graduate levels. The project presents the SALT model (Strengths, Area of Focus, Limitations, and Theory to redress for shortcomings) developed by Gentle-Genitty.Item Retaining Quality Adjunct Faculty thru Faculty-led Mentoring(Office of the Vice Chancellor for Research, 2010-04-09) Gentle-Genitty, Carolyn; Lay, Kathy; Bennett, Robert; Westhuis, DavidSocial work programs are challenged to provide students with access to foundation and practice level courses and to an array of electives. Full-time, tenure track faculty cannot meet this challenge alone while fulfilling all the obligations of a university citizen associated with scholarship, service, and teaching. Therefore adjunct faculty are selected to bring valuable skills and expertise, from their social work practice, to the classroom and in so doing fill the gaps left by fulltime faculty. The Challenge As higher education budgets dwindle and enrollments rise, there has been an increasing need for adjuncts (Fagan-Wilen, Springer, Ambrosion, & White, 2006; Puzziferro-Schnitzer & Kissinger, 2005; Richardson, Alfano, Gerda, & Moos, 2007; Winn & Armstrong, 2005). This increasing use of adjuncts poses questions of cost and quality (Bettinger & Long, 2006). Adjuncts are generally considered to be 80% less expensive than full-time tenured faculty; with some programs saving over $300,000 on average by using adjuncts in one academic year (Spalter-Roth & Erskine, 2004). Even though adjuncts provide a valuable service to the institution and to students, there are challenges when they are in the classroom. Often adjuncts do not see the school’s mission, curricular mandates, and institutional concerns as relevant to their role (Petersen, 2005; Garii & Pertersen, 2005). They prefer “to maintain their pristine role solely in the classroom” (Petersen, 2005, p. 12) thus they are separated from the accountability to curriculum mandates associated with competencies and outcomes. They may “lack the teaching skills and teaching experience required in the classroom” (Banachowski, 1996, p.7). Likewise, adjuncts may not incorporate new teaching pedagogies and as such rely on outdated methods. Sometimes they are viewed by students as not having an understanding of the school’s program, as being unavailable (Atkinson, 1996), and as easy graders (Fagan-Wilen, et al., 2006; Petersen, 2005; Umbach, 2007). They lack the understanding of the integrity of curriculum design and are less interested in theory application and knowledge integration than they are about specific practice applications (Petersen, 2005; Garii & Petersen, 2005). The Solution “If good teaching that produces evidence of the student learning is to be anything other than random, institutional policies must deliberately support the development of the teacher” (Peterson, 2007, p.49). “Adjuncting” is the future and adjuncts continue to be needed (Atkinson, 1996). As such, various models have been developed to respond to the needs and concerns of adjuncts. Including mentoring programs of various kinds (i.e. peer mentoring, feminist co-mentoring, virtual mentoring, minority mentoring) training programs, in-service trainings, adjunct faculty handbooks, newsletters, video tapes of instructional issues orientation programs, brown-bag luncheons, and social programs, adjunct faculty liaisons, facilitator development programs, consortiums, blended learning programs, team-led mentoring, one-to-one partnerships, and many others (Lyons & Kysilka, 2000; Richardson, et al., 2007; West, 2004; Winn & Armstrong, 2005; Yee, 2007). Some of these programs offer additional incentives for adjunct faculty members to participate (Winn & Armstrong, 2005). Success and effective use of adjuncts rests on mentoring and valuing adjuncts (Lyons, 2007). Administrators must help adjuncts 1) familiarize themselves with the university and program, 2) learn about aspects of effective teaching, and 3) explore scholarship and career opportunities (Peters & Boylston, 2006). The benefits will vary but ultimately it will create a connection to the program and the adjunct will feel valued. The Program Faculty at a large mid-western university with an enrollment of over 850 MSW students embarked on a mentoring initiative in early January of 2007. The initiative paired 11 full-time faculty with adjuncts to aid in course preparation, program and curricular familiarization, and support as they taught the same courses as full-time faculty. Some features of the program were: Mentors met regularly with adjuncts, Provided syllabi, Trained in web-based class management software and classroom management, Developed and graded assignments, and Developed grading rubrics for assignment assessment. The Results To date the program has been successful in creating course consistencies by recruiting and retaining a cadre of 30 adjuncts per year, in practice, theory, and various course electives. Adjuncts not suited for teaching are more quickly identified. Initial qualitative findings indicate that adjuncts think the school is providing more support in regards to their teaching role; they have a greater identification with the program; and have a better understanding of how to grade assignments and where their courses fit into the curriculum. Although not all full-time faculty are comfortable with the role of mentor, many have embraced adjuncts as members of the faculty. As a result students are more satisfied with their adjuncts.Item Social Work Theory and Application to Practice: The Students' Perspectives(North American Business Press, Inc., 2014-03) Gentle-Genitty, Carolyn; Chen, Haiping; Karikari, Isaac; Barnett, CrystalWe believe the success of applying theory in practice is largely contingent on how students define social work theory, identify the role of theory in practice, and categorize benefits and challenges in applying theory to practice. It is on this premise that this article is presented. Two datasets were used to form the students' perspectives. The first dataset is a seven year compilation of 109 undergraduate student theory papers and the second is a pre-test/post-test online survey of graduate students in an advanced social work theory course. The work offers a context for educators in teaching and helping students to apply theory in their own practices.