Remembering Ron Gentile

Many who have joined the university community in more recent years may not have had the chance to meet, or get to know, Ron. However, for those of us working to support UB’s teaching mission, Ron’s legacy is large and longstanding. In 2004, he committed professional and financial support to the Center for Teaching and Learning Resources (CTLR), UB’s teaching and learning center at that time. As SUNY Distinguished Teaching Professor in the Department of Counseling, School and Educational Psychology, Ron’s leadership of the Teaching and Learning Faculty Senate Subcommittee, along with his vast wealth of experience and expertise in teaching, helped our institution usher in a new era of instructional support in the service of student learning. Further, his financial support for teaching and learning initiatives continued long after Ron’s retirement in 2004. Ron, along with his first wife Kay Johnson-Gentile, under the name of their performing group, the Genteels, donated funds for professional development programming for instructors that we still steward today. As such, I can say with confidence that CATT would not have evolved in its current form had Ron not helped the university lead and advance this ongoing initiative. CATT’s newest iteration of our annual conference addressing various timely issues in teaching and assessment features a keynote speaker that is made possible by their generosity.

In my own early growth as an aspiring educator, Ron was truly an amazing teacher, and I had the privilege of serving as his TA in the 1992-93 academic year. He was also a member of my committees as I worked through the various milestones for the PhD program in educational psychology, and I participated in a practicum in college teaching under his supervision. Anyone who has ever overseen graduate student research and progress knows how much time and energy must be put in to help in mentoring each student. As my career has progressed and I’ve learned more about the demands of faculty mentorship, I have become increasingly grateful for Ron’s guidance. I continue to hear his voice imparting wisdom to this day. Whenever I’m not sure how to proceed, I think: WWRD—What would Ron do? Indeed, this is a sad loss for the university, but as I look within to all that I learned from Ron, and as I look to the broader efforts that we seek to make in support of the university’s faculty, I am heartened to know that Ron’s legacy is alive and well and that CATT plays a central role in perpetuating his work and impact.

Ron Gentile was a consummate educator who was deeply committed to improving education for all students. Long before the principles of inclusion, equity and diversity were regularly infused into the classroom, Ron practiced teaching approaches that promoted the elevation of all students in his classes. He was a strong proponent of Mastery Learning, a personalized approach to learning that allows students to master course material at their own pace. Instead of failing or accepting a low grade on a test or an assignment, students are given feedback and additional practice opportunities to enhance their understanding until an acceptable level of competency is reached. He strongly believed that all students have the right and responsibility to learn to a high level of understanding, although he recognized that some might need more time, support, or practice to achieve this. Under Ron’s tutelage, I conducted my master’s thesis on Mastery Learning and found that the students who took longer to learn but ultimately mastered the material had retention levels similar to those students who had mastered the material on the first attempt (Livingston & Gentile, 1996). This underscores the value of giving students the time and practice they need to succeed. I have incorporated this approach into my own teaching and regularly get feedback from students who tell me how much they appreciate the opportunity to better understand the material and improve their grade. Ron also supported his students outside of the classroom. As a first-generation college student, let alone a first-generation graduate student, I initially struggled to find my way in the master’s program. Ron took me under his wing and helped indoctrinate me into the culture of academia and scholarship, and eventually encouraged me to attain my PhD. He was generous with his time and guidance, but rest assured, he was not easy on his students!  He constantly challenged us to critically evaluate educational assessments, instruction and grading and to come up with new and creative ways to facilitate the learning of students from diverse backgrounds and preparedness. Like Carol, I often hear Ron’s voice in my mind, challenging me to bring out the best in all my students so that they may maximize their potential. Through his humor, creativity and dedication to teaching and learning, Dr. Ron Gentile truly made the world a better place.