MURI Project Proposal Form
Section I: Proposal Cover Page
Date of submission: March 23, 2015
Proposed project title: PHASE II: Relationships among school-based extracurricular activities, school
bonding, and school outcomes: School setting mediation and moderation effects
Principal Mentor
Name: Carolyn Gentle-Genitty, PhD
Title: Director BSW Program, IUPUI, Assistant
Professor
Phone number:317-274-3965
Email: cgentleg@iupui.edu
Department: School of Social Work
School: Indiana University
Co-mentor
Name: Monica Medina
Title: Clinical Associate Professor
Phone number: 317-274-6834
Email: mmedina@iupui.edu
Department: Education
School: Indiana University
Co-mentor
Name: Jangmin Kim, MSW
Title: Doctoral Student
Phone number: 317-432-3442
Email: kim795@umail.iu.edu
Department: School of Social Work
School: Indiana University
Co-mentor
Name: Isaac Karikari, MSW
Title: Doctoral Student
Phone number: 801-867-2327
Email: isakarik@iupui.edu
Department: School of Social Work
School: Indiana University
Please note that preference will be given to projects that include mentors from multiple disciplines.
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Section II: Student Request Page
Total number of students requested:
5
(Note: The total number of students must exceed by two the number of mentors)
Total Number of freshmen and/or sophomores to be recruited:
(Note: Preference will be given to projects that include at least one freshman and/or sophomore)
Disciplines or majors of students (preference will be given to projects that include at least two disciplines
or majors): Social Work, Education, SPEA, Herron
Skills expected from students:
basic computer and analysis, data entry, word document, and critical
thinking in the form of effective writing and assessment.
Names of students you request to work on this project.
(Mentors are invited to recommend students that they would prefer to work on the proposed project.
Please provide an email address and a rationale; for example, a student may have an essential skill, may
already be working on a similar project, or may be intending to apply to graduate school to pursue the
same area of research.)
The Center for Research and Learning will consider the students requested below, but cannot guarantee
placement of specific students on teams.
We have no current students in mind, please assist us in choosing.
Name of Student:
1) Nicholas Hester
2)
Student’s Email:
_ Alexandrea Kessler
Rationale:
Excellent work on previous project
Excellent work on previous project
3)_ Umara Khalid
Excellent work on previous project
4)
Excellent work on previous project
_ Ariba Khalid
5)_
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Section III: Body of Proposal
(A maximum of 5 pages is allowed for answers to questions 1-13.)
1) What are the research objectives for the proposed project?
The main goal of this study is to examine the complex mechanisms through which school-based
extracurricular activities affect school outcomes in school settings. More specifically, we will examine
whether school bonding can become a key social process which can connect school-based
extracurricular activities and school outcomes. We will further investigate how these mechanisms can
differ according to school or community contexts.
2) What specific research question(s) will your proposed project address?
Research Question 1 Do student bonds
mediate the relationships between the
extracurricular activities and school
outcomes?
Research Questions 2 Do these mechanisms
differ according to school and community
contexts?
3) What is the significance of this research?
In the United States, schools have long been known as the most important social setting where
elementary, middle/junior, and high school students promote their educational, social, emotional, and
physical development and prepare themselves to become competent citizens who can foster a better
society (Gentle-Genitty, 2008). Furthermore, educational outcomes of students do not simply represent
the excellence in their knowledge, but prove to be the crucial factors impacting future social and
economic status, such as economic success, health, family stability, and social connections (Hout, 2012;
Laird, Devell, Kienzl, & Chapman, 2007).
A large body of literature has identified significant factors impacting student and school outcomes from
students’ characteristics, their families, schools, and communities (Maynard, McCrea, Pigott, & Kelly,
2012). Of those multifaceted factors, school-related factors have been found to be one of the most robust
predictors for student development in schools (Gentle-Genitty, 2010; Henry, 2007). In particular, many
studies have identified the effects of school-based extracurricular activities on student attendance rates,
truancy, dropout, and discipline because these activities serve as a crucial school setting which enables
students to build their own identity, generate social and human capital, and maintain contact with school
environments (Feldman & Matjasko, 2005). Previous researchers have demonstrated the positive
relationships between school-based extracurricular activities and school outcomes (Eccels & Barber,
1999; Feldman & Matjasko, 2005; Mahoney & Caims, 1997).
Although previous studies provide strong evidence about the direct effects of school-based curricular
activities on student attendance and other educational outcomes, they have not fully explained dynamic
processes of these relationships (Darling, Caldwell, & Smith, 2005; Feldman & Matjasko, 2005). In order
to better understand the impacts of school programs on student development, it is indispensable to know
how school settings affect youth development through what social processes. The concept of school
bonding drawn from social control theory can provide a conceptual framework which mediates between
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MURI Proposal Form updated 10_7_13
the extracurricular activities and educational outcomes. Many researchers have found that school
bonding can decrease problem behaviors (e.g., truancy and delinquency) that interfere with school
success by promoting school engagement of students (Darling et al., 2005; Gentle-Genitty, 2008;
Jenkins, 1997; Kearney, 2008). In particular, Darling et al. (2005) posited that school-based
extracurricular activities may not directly affect students’ academic outcomes. Rather, it may increase
students’ commitment to school, thus affecting academic outcomes.
Another limitation in this area of research is the lack of understanding of the different effects of
extracurricular activities according to different social contexts. Some researchers found that the
extracurricular activities varied because they were interconnected with diverse social contexts, such as
family, school, peer, neighborhood (Feldman & Matjasko, 2005; Guest & Schneider, 2003). As a result,
Feldman and Matjasko (2005) suggested that additional studies be needed to examine the variations of
the impacts of the extracurricular activities on school outcomes. They also recommended that ecological
system theory can serve as a valuable foundation to better capture interaction effects of the social
contexts. This theory assumes that individuals interact with multiple environments and they are affected
by such reciprocal relationships (Bronfenbrenner, 1977). Therefore, it can provide useful insights into how
school and community contexts have interactive impacts on the relationships among extracurricular
activities, school bonding, and school outcomes.
In light of these concerns, the goal of this study is to analyze the complex relationships among schoolbased extracurricular activities, school bonding, and school outcomes based on the combination of social
control theory and ecological system theory. More specifically, we will examine whether school bonding
perceived by students can become a key social process in school settings which can connect schoolbased extracurricular activities and school outcomes and how these mechanisms can differ according to
school or community contexts.
We strongly expect that our research can provide theoretical and practical implications for advancing
school-based extracurricular activities to increase their impacts on educational outcomes. Our research
can contribute to the advancement of theoretical frameworks which explain the impacts of school-based
extracurricular activities on school outcomes. It could provide holistic mechanisms through which
extracurricular activities increase school outcomes through school bonding by considering environmental
contexts. Furthermore, our research could allow schools to better understand general characteristics of
their extracurricular activities and the level of school bonding perceived by their students. It could be used
to develop their own school-based extracurricular activities in more effective ways which best fit their
unique school and community contexts.
4) Why does this proposal offer a good opportunity for undergraduate researchers to gain
substantive research skills?
Undergraduate students will have the opportunity to learn and increase their research skills by working
closely with all mentors. They are expected to participate in the research processes from data collection
to report writing. The active participation can allow students to learn and increase their research skills.
More specifically, they will learn both qualitative and quantitative research design, data collection, data
analysis, and knowledge dissemination because this study will be conducted using a mixed research
methods. Furthermore, they will be aware of scientific ethics and political values to the research
processes. Finally, students will expand their knowledge about the effects of extracurricular activity on
school outcomes through multidisciplinary research experiences. This topic has received significant
attention by various disciplines, such as social work, education, psychology, leisure, health, nonprofit
management. This is because extracurricular activity emphasizes cross-sector collaborative partnerships
to maximize its effectiveness. Therefore, they will learn different perspectives on this research topic and
also increase their collaborative skills by working with other group members across disciplines.
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5) What research methodology and specific tasks will students and mentors undertake?
This study will be conducted using a mixed-methods research design to fully examine the complex
relationships among school-based extracurricular activities, school bonding, school outcomes, and
school/community contexts. In particular, our major approach is the explanatory sequential design
suggested by Creswell and Clark (2011). We will start with conducting a quantitative analysis to examine
our primary research questions and hypotheses. In the second phase, we will conduct qualitative data
collection and analysis to better understand the initial quantitative results.
We will identify schools as potential participants via the database of the Indiana Department of
Education and solicit participation via email. Once schools agree to participate, the schools will be asked
to provide administrative records and official reports including information about their extracurricular
activities, school outcomes, and school and community contexts. The expected sample sizes in this study
are 150 schools. In addition, the entire school student population would be invited to participate in the
survey with an expectation of at least 100 students per school assenting to participate in the research in
each school. They will complete the questionnaire either electronically or paper-based to establish an
overall school bonding score for each school. The completed surveys will be sent back to the researchers
for analysis. After completing the quantitative analysis using Structural Equation Modeling (SEM), we will
develop qualitative research procedures based on the quantitative findings which need additional
explanation. In addition, we will select certain schools found to show strong supportive or unexpected
results from the quantitative research for context visits. Finally, we will conduct qualitative interviews with
principals, administrative staff, and students in selected schools to obtain additional information. Finally,
incentives for schools will be provided to promote a participation of schools in this study.
This study will use multiple measurement methods to fully measure the key variables. The major
data sources include (a) administrative records and official reports offered by schools; (b) the survey from
students involved in each school; and (c) qualitative data from context visits. The administrative records
and official reports will provide information about aspects of the extracurricular activities (e.g., the scope
(number) of activities, types of activities, multiplicity of activities, staff and resources), school outcomes
(attendance rates and discipline rates) and other school and community characteristics (e.g., school-size,
percent minority, school SES; community- region and school-community partnerships). Second, the
Perception of School Social Bonding (PSSB) instrument developed by Gentle-Genitty will be administered
to measure the overall school bonding of each school. Finally, the qualitative findings will be used to
better understand unique contexts and details of the complex mechanisms which help explain the
quantitative results.
The principal mentor and co-mentors will be responsible for coordinating the entire processes of the
study and supervising students to successfully complete specific tasks. Although all the students will be
involved in the whole processes of the study, each student will be assigned to the specific tasks based on
their personal and professional interests. The specific student tasks include:
(a) Data Input: data entry in SPSS, Excel, and transcription of qualitative data
(b) Data Management: monitoring progress of data collection, prepare and send out surveys,
contact schools for participation; participate in collecting data from focus group
(c) Administrative Duties: filing, copying, mailing, organizing context visits,
(d) General Project Support: aid mentors in preparing literature reviews, analyzing quantitative
data using SPSS, determining common themes via qualitative data, and preparing research
reports and presentations
6) What plan has been designed to ensure effective communication with all co-mentors and
undergraduate researchers on the MURI team?
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MURI Proposal Form updated 10_7_13
This study will be designed to ensure that students become co-researchers through participatory and
democratic approaches although the principal mentor and co-mentors will take the lead in coordinating
and overseeing all aspects of the research project. To do so, ongoing and open communication will occur
among all the research members in various ways. First, students will attend a regular meeting to make
decisions on the research processes. In addition, the mentors will individually meet with each student to
monitor her or his progress and identify additional needs. Second, information and materials will be
shared in accessible ways using Internet technology. Third, students will receive adequate time to
prepare for the meeting. Forth, the mentors will provide training opportunities for students if they need
additional skills and knowledge in conducting their tasks.
7) What measureable outcomes and benefits will this research provide to the students, you
and your co-mentor(s), your department, and your school?
This research project can result in multiple benefits to the mentors as well as the students. The
results for this proposed project will be used as initial evidence which is needed for grant applications in
the near future. In addition, the students will gain the necessary skills to conduct research which
contribute to the development of knowledge and skills relevant to their professions. The specific
outcomes which will be acquired from this project include: a) the ability to critically evaluate relevant
research studies and apply findings to the current study; (b) skills in quantitative and qualitative research
design; (c) skills in conducting a survey and facilitating a focus group to gather data; (d) familiarity with
the use of the computer as a data analytic tool and qualitative analysis methods; (e) skills in writing and
presenting the results; (f) awareness of social work ethics and values to the research processes; (g)
communication skills with research members as well as research respondents.
8) What is the timeline for the major tasks associated with this proposal?
Activity
Aug.
Sep.
Oct.
Nov.
Dec.
Jan.
Introduction
School Recruitment
Data Collection
Administrative records
Student survey
Context visits
Analysis
Writing reports
Feb.
Mar.
9) Please provide a rationale for your budget request. (NOTE: The maximum budget
allowance is $2,000 for equipment and/or supplies needed for the research team. Generally
speaking, expenditures for computers and/or travel are not approved by the review
committee at this time due to financial constraints.)
It is important to have additional support for the research team to be on the same page. The
moniees will be used for
a) Meeting sundries and expenses with students/mentors - $200
b) incentives for school- $500
c) Conduct local and survey $300
d) PSSB instrument printing and assessment $500
e) Miscellaneous (mailing, printing, phone charges, etc.) $500
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MURI Proposal Form updated 10_7_13
10) Please describe your plan for sustaining your research beyond the funding that MURI is
able to provide. (For example, please list other external grants that have been or will be
submitted as a follow-up to your MURI funding.)
This initiative study will identify a theoretical model to promote the effectiveness of school-based
extracurricular activities in enhancing school outcomes. This result will provide strong evidence
supporting the need for continuing a future study to verify this proposed model. Therefore, we will
continue to identify prospective grant donors to sustain this research project.
11) Please identify any areas relevant to risk management.
All university policies with respect to research must be followed. The usual risk management
assurances must be provided where appropriate (animal use, radiation safety, DNA, human
subjects protocols) in accordance with the university policies. No funds may be released without
risk-management assurances, where needed. Project proposals without required compliance
approvals will be reviewed but the funds will not be released until approval is given by the
university.
Further information on risk management is available from http://researchadmin.iu.edu/cs.html
Please check any risk assurances that apply to this proposal:
Animals (IACUC Study #):
Human Subjects (IRB Study #):
#1111007374_
r-DNA (IBC Study #):
Human Pathogens, Blood, Fluids, or Tissues must be identified if used:
Radiation :
Other :
12) The Center for Research and Learning generally shares the text of funded proposals on the
web so that prospective students can learn about available MURI projects. Please let us
know if it is OK with you to post your proposal on the CRL MURI webpage by checking one
of the following answers:
YES
NO
NOTE: If you indicated that it is not OK to share your full proposal via the web, you will be
asked to send us a few short summary paragraphs that can be used to describe your project to
potential undergraduate scholars. These will be posted on the MURI website and attached to
the application for the students to review.
13) Please indicate any dates the mentors will be unavailable for students during the summer
such as planned vacations, conferences, etc.
None
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MURI Proposal Form updated 10_7_13
Section IV: References/Bibliography (insert 1-2 pages as needed)
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American
Psychologist, 32(7), 513-531.
nd
Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research (2 ).
Thousand Oaks, CA: SAGE Publication.
Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and
adolescent adjustment. Journal of Leisure Research, 37(1), 51-76.
Eccles, J. S., & Barber, B. L. (1999). Student Council, Volunteering, Basketball, or Marching Band What
Kind of Extracurricular Involvement Matters? Journal of Adolescent Research, 14(1), 10-43.
Feldman, A. F., & Matjasko, J. L. (2005). The role of school-based extracurricular activities in adolescent
development: A comprehensive review and future directions. Review of Educational Research,
75(2), 159-210.
Gentle-Genitty, C. S. (2010). Common predictors for explaining youth antisocial behavior: A perspective
from ten longitudinal studies. Social Work in Mental Health, 8(6), 543-559.
Gentle-Genitty, C. S. (2008). Tracking more than absences: Impact of school’s social bonding on chronic
truancy. Germany: Lambert Academic Publishing.
Guest, A., & Schneider, B. (2003). Adolescents' extracurricular participation in context: The mediating
effects of schools, communities, and identity. Sociology of Education, 76(2), 89-109.
Henry, K. L. (2007). Who’s skipping school: Characteristics of truants in 8th and 10th grade. Journal of
School Health, 77(1), 29–35.
Hout, M. (2012). Social and economic returns to college education in the United States. The Annual
Review of Sociology, 38(2), 379-400.
Jenkins, P. H. (1997). School delinquency and the school social bond. Journal of Research in Crime and
Delinquency, 34(3), 337-367.
Kearney, C. A. (2008). School absenteeism and school refusal behavior in youth: A contemporary review.
Clinical Psychology Review, 28(3), 451-471.
Laird, J., DeBell, M., Kienzl, G., and Chapman, C. (2007). Dropout Rates in the United States: 2005
(NCES 2007-059). U.S. Department of Education. Washington, DC: National Center for Education
Statistics. Retrieved from http://nces.ed.gov/pubsearch.
Mahoney, J. L., & Cairns, R. B. (1997). Do extracurricular activities protect against early school dropout?
Developmental Psychology, 33(2), 241-253.
Maynard, B. R., McCrea, K. T., Pigott, T. D., & Kelly M. S. (2012). Indicated truancy intervention: Effects
on school attendance among chronic truant student. doi:10.4073.
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Section V: CVs/Resumes (insert 2 pages per mentor for a maximum of 6 pages)
1. Principal Mentor: Carolyn Gentle-Genitty, PhD
Current Position: Director BSW Program IUPUI, Associate Professor
Education: Doctor of Philosophy in Social Work
Research Experiences
Indiana University Investigator Study# 1111007374 January 2012–present Title: Examine the
hypothesis student bonds = student success through school and student assessments using
PSSB instrument.
Indiana University Investigator Study# EX0903-22B March 2009–present Title: A teaching Model:
Evaluation of the SALT Model’s Effectiveness for Teaching and Learning Theory
Indiana University Investigator Study# EX0902-43B February 2009–present Title: Online versus InPerson social work practice: Exploring differences in student self-assessed learning outcomes.
Indiana University Investigator Study# EX0909-15B September 2009-present Title: Retaining quality
adjunct faculty through faculty-led mentoring
Indiana University Investigator Study # FR1003-01B February 2010–present Title: Purpose of the
project is to study the school-to-prison pipeline.
Indiana University Investigator Study # EX:1004-26B March 2010–present Title: The awareness of
disproportionate minority contact in juvenile justice, education, child welfare, and mental health
Indiana University Investigator Study# 1210009903 December 2012–present Title: Evaluate the school
based discipline program called MOP (Me, Other, Property and 4 A program).
Publications
*Book: Gentle-Genitty, C. (2013). Building blocks for competency based theory application: Applying &
evaluating human behavior theory using the S.A.L.T. model. Dubuque, IA: Kendall Hunt
Publishing. ISBN: 978-1-4652-2497-2 e-book
Book: Gentle-Genitty, C. (August 2009). Tracking more than absences: Impact of school's social bonding
on chronic truancy. Germany: Lambert Academic Publishing. ISBN 978-3-8383-0922-4
*Gentle-Genitty, C., Chen, H., Karikari, I., & Barnett, C. (Accepted, forthcoming, 2014) Social work
theory and application to practice. Journal of Higher Education Theory and Practice, 14(1).
*Gentle-Genitty, C. & Chen, H., (2013). A response to student illiteracy in the social and behavioral
sciences: The SALT Model. Journal of Scholastic Inquiry: Social and Behavioral Sciences, 73-95.
*McGuire, L., Gentle-Genitty, C., & Galyean, E. (Spring, 2014). The ePortolio: Product and process in
assessing competencies for social work education. Journal of Baccalaureate Social Work,
Special Issue on Millennials.
*Augustine, M.Gail & Gentle-Genitty, C. (Spring, 2014). A perspective on the historical epistemology of
social work education. Perspectives on Social Work
*Gentle-Genitty, C., & Chen, H. (2013). Translating student engagement research into assessment data
through collaboration: A university, youth and housing agency, and community partnership.
International Association for Truancy and Dropout Prevention Journal, 57 (1), 3-23.
*Gentle-Genitty, C. (2009). Best practice program for low income African American
students in transition from middle to high school. Children and Schools. 31(2), 109-117.
Washington DC, NASW Press.
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MURI Proposal Form updated 10_7_13
Gentle-Genitty, C., Gregory, V., Pfahler, C., Thomas, M., Lewis, L., Campbell, K., Ballard, K., Compton,
K., & Daley, J. (2007). A critical review of theory in social work journals: A replication study.
Advances in Social Work, 8(1), 62-80.
Presentations
*Gentle-Genitty, C., Wilkerson, D., Weiler, R., Foloran, G., & Blackman, L. (October, 2013). Results on
model to foster outcome based transfer of theory to practice. Council on Social Work Education,
Annual Program Meeting, Houston ,Texas.
*McGuire, L., Gentle-Genitty, C., & Galyean, E. (August, 2013). Using the ePortfolio for competencybased program assessment in Social Work. AAEEBL (Authentic, Experiential & Evidence-Based
Learning) Conference, Boston, MA.
*Gentle-Genitty, C. (October, 2012). Teaching session I: Engaging the millennial student. South
Regional Educational Board (SREB). Nineteenth Annual Compact for Faculty Diversity Institute
on Teaching and Mentoring, Tampa, FL
*Gentle-Genitty, C. (October, 2013). Teaching session I: Engaging the millennial student. South
Regional Educational Board (SREB). Twentieth Annual Compact for Faculty Diversity Institute on
Teaching and Mentoring, Arlington, VA.
*Gentle-Genitty, C. & Chen, H., (April, 2013). A model for teaching theory application and evaluation in
the social and behavioral science: S.A.L.T. International Center for of Scholastic Inquiry: Social
and Behavioral Sciences. Scottsdale, AR.
*Walker, M. & Gentle-Genitty, C. (October, 2009).Influencing students’ ethical decision making:
A grounded action theory approach. ISSOTL (International Scholarship of Teaching and Learning
conference), Bloomington, Indiana. Peer Reviewed.
*Gentle-Genitty, C. & Osborn, A. (June, 2009). Anywhere anytime family preservation practices:
Creating a guide to building strong families and communities. 2009 Family Preservation Institute
Conference: New Mexico State University, Belize City, Central America.
*Gentle-Genitty, C. (November, 2012). Perception of school social bonding: Student bonds
equal student success. IUPUI Innovation to Enterprise Showcase. Indianapolis, IN.
*Gentle-Genitty, C. & Chen, H. (October, 2012). Translating student engagement research into
assessment data through collaboration: A university, youth, housing agency, and community
partnership. Translating Research into Practice (TRIP) Annual Showcase. Indiana University, IN
*Gentle-Genitty, C. (November, 2012). Commercial Properties of the Perception of School
Social Bonding Instrument. Innovation to Enterprise Showcase. Indiana University, IN.
*Smith, R. & Gentle-Genitty, C. (April, 2012). Student bond = student success. IUPUI Research
Day: From Innovation to Impact. Indiana University, IN.
*Gentle-Genitty, C. (September, 2009). Anywhere anytime family preservation practices: Creating a
guide to building strong families and communities. 2009 Family Preservation Institute
Conference: New Mexico State University, Houston TX.
*Gentle-Genitty, C. (November 2009). School-to-prison pipeline: Truancy and community
Reentry La Porte County Annual Symposium, Purdue North Central, La Porte County, Indiana
Invited – Keynote
Gentle-Genitty, C, & Cowles, H. (November, 2009). Chronic truancy: Outsourcing care –
Understanding the role of schools and parents in social bonding. Indiana National School Social
Work Association annual conference. Invited presentation.
Professional Reports
Gentle-Genitty, C. (July, 2009). School of Social Work Labor Studies Program Annual Report
– Two year accomplishments. Labor Studies, Indianapolis, IN.
Gentle-Genitty, C. (July, 2009). School of Social Work Labor Studies Program Online
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MURI Proposal Form updated 10_7_13
evaluation of the use of online student assistants: Status report. Labor Studies, Indianapolis, IN.
Gentle-Genitty, C. (January, 2009). School of Social Work Labor Studies Program Policy &
Procedures Handbook. Labor Studies, Indianapolis, IN.
2. First Co-Mentor: Bessie House-Soremekun, Ph.D.
Current Position: Clinical Associate Professor, Interim Director Center for Urban and Multicultural
Education
EDUCATION: Ph.D in Curriculum and Instruction from Indiana University School of Education.
Research Experience: Monica A. Medina Ph.D. is a Clinical Associate Professor of curriculum and instruction
and the Interim Director of the Center for Urban and Multicultural Education (CUME) at the IU School of
Education. Her research centers on urban school reform methods specifically teacher preparation, full service
community schools as a school reform method, and the development of University assisted schools.
Dr. Medina’s publications about equity, teacher education and the impact of University assisted schools
include: Strengthening Community Schools through University Partnerships, Peabody Journal of Education,
and Promoting social justice in an urban secondary teacher education program, The Clearing House. Dr.
Medina conducts research on the impact of community school models and community partnerships and has
presented at the local and national level.
At the IU School of Education, Dr. Medina works extensively in the area of school and community
relationships and particularly the operations of full service community schools. She has led the School of
Education involvement in the George Washington Community High School (GWCS), and guides pre-service
teachers from IUPUI on-site while they are assisting in the classrooms. Dr. Medina teaches most of her
university courses in schools or community centers to create genuine encounters among students, teachers,
community leaders, and culturally diverse families. In 2008, she co-authored a five-year grant to the US
Department of education and was awarded $2.45 million to develop a full service community school at
GWCHS.
SELECTED HONORS AND AWARDS
IUPUI Glen Irwin Excellence Award, IUPUI - October 2009
Trustees of Indiana University Teaching Excellence Recognition Award – April 1999, March 2000,January 2009
Lis Daily Outstanding Board Service Award , Minority Recognition Award, United Way of Central Indiana-August (2008)
Sassafras Award- Indiana University Alumni Association- Distinguished Alumni in Education – July(2008)
Hispanic Hero Award – United States Office of Minority Health, Chicago, IL June 2003
IUPUI Dr. Joseph Taylor Award for Excellence in Diversity, Indianapolis, IN – February 2003
Greater Colleges and Universities, University of Wisconsin, Urban Educator Corp Fellowship 2001-2002
Professional and Organizational Development in Higher Education Fellowship, 2000- 2001
City of Indianapolis City County Resolution No. 73, 2000 Recognition – October 2000
Hispanic American Service Award – August 2000
PUBLICATIONS
Grim, J., Officer, S., Medina, M.A. & Foreman, A. (2012). A decade of lessons: Community engagement perspectives from
a university assisted school community. Technical Document ,Indiana University Center for Service Learning.
Grim, J., Medina, M., Short, A., Garvey, J., Malone, L., Daugherty, L. (2012) Family, school, community engagement in
community schools. Research Brief, Indiana Partnerships Center
*Officer, S., Grim, J. Medina, M.A., & Foreman, A. (2012). Strengthening Community Schools through University
Partnerships Peabody Journal of Education. Submitted for spring edition on community schools
Medina, M.A. (2012) Equity pedagogy and multicultural competence in urban schools: A view of successful teachers in
urban schools, (Doctoral dissertation), ProQuest
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MURI Proposal Form updated 10_7_13
Turner, R.C., Sanchez, G.B., Medina, M.A. & Wilson, S.A. (2005) Enhancing the climate for diversity in the classroom: An
experiment in campus transformation. In M.L. Oulette (Ed) Teaching Inclusively: Resources for Course,
Department, & Institutional Change in Higher Education. Stillwater, OK: New Forum Press
*Medina, M.A., Morrone, A., Anderson, J. (2005). Promoting social justice in an urban secondary teacher education
program. The Clearing House, 78 (5).
3. Third Co-Mentor: Jangmin Kim, MSW
Current Position
Doctoral student, Indiana University School of Social Work
Education
Indiana University, School of Social Work
Doctorate of Social Work
Portland State University, School of Social Work Masters in Social Work
Concentration: Community-Based Practice
Chonbuk National University, Dept. of Social Welfare Masters in Social Work
Jeonju University, School of Social Science
Bachelors of Arts in Social Work
2012-Present
2012
2009
2007
Research Experiences
Indiana University, IN
Graduate assistantship
Aug. 2013-preset
Indiana University Graduate Assistant Study# 1111007374 January 2012–present Title: Examine the
hypothesis student bonds = student success through school and student assessments using
PSSB instrument.
Indiana University, IN
Graduate assistantship
Aug. 2012-Jun. 2013
Title: Child welfare education and training partnership.
Portland State University, OR
Research assistant
Jan. 2011-Jun. 2012
Title: Korean-American parenting management training.Chonbuk National University, Korea
Research assistant
Feb. 2010-Jul. 2010
Title: Project for evaluating community collaboration among human service organizations.
Chonbuk National University, Korea
Research assistant
Jan. 2008-Mar. 2009
Title: Project for aging-friendly community plans for Imsil city.
Chonbuk National University, Korea
Research assistant
Dec. 2006-Apr. 2007
Title: Project for community social welfare plan for Chonbuk province.
Jesus University, Korea
Research assistant
Mar. 2006-Aug. 2006
Title: Project for community social welfare plan for Sunchang city.
Publications
Kim, J. & Kim, S. (2010). The processes of the effect of neighborhood disadvantage, community social
capital, family social capital on educational achievement of adolescents. Social Science
Research, 26(3), 153-174. (in Korea)
Presentations
Gentle-Genitty, C., & Kim, J. (October, 2013). Using PSSB assessment instrument to determine gaps
in school programming. Presented at the 103rd Annual Truancy and Dropout Prevention
Conference, Baltimore, MA.
Lee, J., Donlan, W., Bank, L., Kim, J., & Shim, H. (January, 2013). Korean-immigrant parents and their
children: Learning to navigate the new world. Presented at the Society for the Social Work and
Research 17th Annual Conference, San Diego, CA.
Lee, J., Donlan, W., Bank, L., Kim, J., & Shim, H. (January, 2013). A study of parenting values,
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philosophies, and strategies among Korean-immigrant parents. Presented at the Society for
Social Work and Research 17th Annual Conference, San Diego, CA.
Professional Reports
Decker, V., Hostetter, C., Kim, J., & Schneider, C. (2012). Child Welfare Education and Training
Partnership: Training Evaluation Yearend Report, 2012 (Report No. 2012-5). Indiana University
School of Social Work, Indianapolis, IN.
Decker, V., Hostetter, C., & Kim, J. (2012). Child Welfare Education and Training Partnership: Training
Evaluation Quarterly Report, 4th Quarter 2012 (Report No. 2012-4). Indiana University School of
Social Work, Indianapolis, IN.
Decker, V., Hostetter, C., & Kim, J. (2012). Child Welfare Education and Training Partnership: Training
Evaluation Quarterly Report, 3rd Quarter 2012 (Report No. 2012-3). Indiana University School of
Social Work, Indianapolis, IN.
3. Fourth Co-Mentor: Isaac, Karikari
Current Position
Doctoral student, Indiana University School of Social Work
Education
Indiana University School of Social Work
Doctorate in Social Work
University of Utah
Masters in Social Work
Kwame Nkrumah University of Science and Technology, B.A in Sociology & Social Work
2012-Present
2012
2008
Further Education:
Alliance Francaise, Ghana
Ghana Institute of Languages, Ghana
2010
2010
Diploma in French
Certificate in Spanish
Research Experiences
Indiana University Graduate Assistant Study# 1111007374 January 2012–present Title: Examine the
hypothesis student bonds = student success through school and student assessments using
PSSB instrument.
Indiana University Graduate Assistant Study# EX0903-22B March 2009–present Title: A teaching
Model: Evaluation of the SALT Model’s Effectiveness for Teaching and Learning Theory
College of Social Work, University of Utah,
Graduate Assistant
2010-2012
Title: Varied – included domestic and international projects on various topics such as child and
adult attachment, adoption and foster care, domestic violence and mental health among refugee
populations.
Kwame Nkrumah University of Science and
Teaching/Research Assistant
2008-2010
Technology, Ghana
Kwame Nkrumah University of Science and
Student
2008-2010
Technology, Ghana
Title: Motivation and job performance in the police service at the Central Police Station,
Kumasi, Ghana (Group project)
Publications
Gentle-Genitty, C., Chen, H., Karikari, I., & Barnett, C. (Accepted, forthcoming, 2014). Social
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MURI Proposal Form updated 10_7_13
work theory and application to practice. Journal of Higher Education Theory and Practice,
14(1).
Karikari, I., & Bettmann, J. E. (2013). Introduction - International practice issues. In J.E. Bettmann, G.
Jacques, & C. Frost (Eds.). International social work practice: Case studies from a global context
(pp. 1-12). New York: Routledge.
Bettmann, J. E., & Karikari, I. (2013). Attachment process in wilderness therapy. In J. E.,
Bettmann & D.D. Friedman (Eds.) Attachment-based clinical social work with children
and adolescents (pp. 219 – 232). New York: Springer.
Frost, C., & Karikari, I. (2013). Concluding remarks. In J. E. Bettmann, G. Jacques & C. Frost (Eds.).
International social work practice: Case studies from a global context (pp. 246- 252). New York:
Routledge.
Presentations
th
Karikari, I. (2012). Ghana: Worst forms of child labor and child trafficking. Presented at the 75
Anniversary of the College of Social Work, University of Utah, Salt Lake City, UT.
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MURI Proposal Form updated 10_7_13
Section VI: Support Letters (insert 1- 2 pages as needed)
Below
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MURI Proposal Form updated 10_7_13
Section VII: Appendix (Title of and information on the status and outcomes of the past Student
Multidisciplinary Research Team projects received by the Principal Mentor and/or any of the Co-Mentors
must be detailed here. Please insert 1-3-page summary per previous MURI project as needed according to
template below. N/A
Section VII: Appendix
Title of Past MURI Project: Relationships among school-based extracurricular activities, school bonding,
and school outcomes: School setting mediation and moderation effects – PHASE 1
Date Awarded: October, Fall 2014
Date Completed: May, Spring 2015
Description of Project:
PHASE 1 of the project was to conduct preparatory work for data collection and assessment. The main
goal of the study was to examine the complex mechanisms through which school-based extracurricular
activities affect school outcomes in school settings. More specifically, we identified instruments to
measure whether school bonding can become a key social process, which can connect school-based
extracurricular activities and school outcomes.
Mentors Involved in Project: Drs. Gentle-Genitty, House-Soremekun, Isaac Karikari, and Jangmin Kim
Students Involved in Project: Nicholas Hester, Alexandrea Kessler, Aissata Bah, Ariba Khalid and
Umara Khalid
Description of Basic Project-related Student Learning Outcomes: The specific outcomes which will
be acquired from this project include: a) the ability to critically evaluate relevant research studies and
apply findings to the current study; (b) skills in quantitative and qualitative research design; (c) skills in
conducting a survey and facilitating a focus group to gather data; (d) familiarity with the use of the
computer as a data analytic tool and qualitative analysis methods; (e) skills in writing and presenting the
results; (f) awareness of social work ethics and values to the research processes; (g) communication
skills with research members as well as research respondents.
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MURI Proposal Form updated 10_7_13
Summary of Previous MURI Project
Phase One of MURI primarily consisted of building the infrastructure for project implementation. To this
end, the team has achieved the following milestones:
Graduate student learning outcomes:

Identified the process for conducting a research study

Learned about designing research methodology

Determined the project sample size and sampling frame

Developed study information/solicitation materials

Learned about the elements of a survey instrument, and gaining exposure on conducting factor
analysis

Identified various roles and functions of school personnel

Discussed salient issues affecting Indiana schools including: school climate, student bonding, and
extracurricular activities
Project outcomes:

Designed two surveys: (a) school bonding; and (b) extra curricular

Developed database of 225 schools (serving students in grades 4-12)
o
Indiana counties represented include: Boone, Brown, Hamilton, Hancock, Hendricks,
Johnson, Madison, Marion, Morgan, Putnam, and Shelby


Solicited schools for participation in school bonding survey implementation
o
Received 5 positive responses from mailed solicitation;
o
Received 1 positive electronic response
Disseminated extra curricula survey to school social workers/or related staff
o

Received 13 completed surveys
Conducted board presentations
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What is expected to take place in PHASE II
Phase two of the project will focus on project implementation, analysis and evaluation of the Student
Study Success Project. The following project milestones will be completed:
Milestone One. Establish formal initiative (Spring, 2015 – Fall, 2015)
The MURI research team will meet with school representatives around the state to solicit their participation
in the Student Study Success Project. The research team will present an overview of the School Bonding
Survey and Student Activities Survey to school administrators and respective staff, explain incentives for
school participation, and the responsibilities of the partnering school. Once a school becomes a partner,
research team members will maintain contact with schools in order to provide technical assistance and
assist schools during survey dissemination (as needed). After the data collection is complete, research
team members will also provide school summary reports to participating schools, and will present findings
to school administrators, staff, and parents. The summative\evaluative reports presented to school
stakeholders can be used to inform respective continuous improvement plans.
Milestone Two. PSSB student survey dissemination (Fall, 2015)
The MURI research team will deliver survey materials to participating schools. Students will provide
technical assistance to schools as needed. Team members will conduct observations of survey
dissemination and develop field memos at a sampling of participating schools.
Milestone Three. Extracurricular activities survey dissemination (Spring, 2015 – Fall, 2015).
The MURI research team will deliver survey materials to participating schools representatives via
hardcopy or electronically. Students will provide technical assistance to schools as needed.
Milestone Four. Survey Analysis and Evaluation for PSSB and Extracurricular (Fall, 2015)
The MURI research team will conduct statistical analysis to identify the relational/interrelational impacts of
school bonding and student activities on student achievement. During this evaluative process, students
will discuss findings and identify implications. Students will discuss their field notes from the survey
implementation in order to further contextualize the summative data.
Milestone Five. Draft Reports (Spring, 2016)
The MURI research team will draft final reports, presentations, posters, and conference abstracts.
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Milestone Six. Presentation to schools (Spring, 2016 – Summer, 2016)
The MURI team will present project reports at schools and other venues around the state.
Milestone Seven. Poster and Conference Abstracts (Spring, 2016 – Ongoing)
The MURI team will present at conferences (TBD).
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Section VIII: Signature
Name and Signature of the Principal Mentor:
(typing in the full name suffices as signature for electronic copies)
Carolyn Gentle-Genitty, PhD
Name
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MURI Proposal Form updated 10_7_13
3/23/15
Signature
Date