Broadcast on Saturday, May 13, 2023
Navigating the World as a Gifted Student of Color… The Journey within School and Society
Dornswalo Wilkins-McCorey and Sun-Siret Betancourt 
Virginia Beach City Public Schools

Description: Identified gifted students of color face a myriad of issues that may adversely affect their social emotional needs. Being gifted can be a blessing as well as a burden. When you are the only student of color in your gifted class and a controversial topic comes up, how do you advocate for yourself, race, etc.? Exploring William Cross’ Nigresence theory and other Theorists will empower students to appropriately advocate for themselves. How does a student of color navigate the world of gifted land when their culture clashes with school academic culture? What strategies and resources should the students use? What strategies should the parent implement to help their gifted student? What tools should parents and students possess to adequately navigate the gifted? This session will help parents and students understand the culture of school and how to navigate this world successfully as gifted students of color.

Presenter Bios: Dornswalo Wilkins-McCorey Ed.D., is a coordinator in the Department of Teaching and Learning in the Office of Gifted Programs in Virginia Beach City Public Schools (VBCPS). The programs and services Dorn coordinates focus on underrepresented populations, leverages innovative technology, and provides extensive professional learning opportunities. In her 23 years as an educator, McCorey has worked as a coordinator, gifted specialist, gifted resource teacher, and gifted teacher in Virginia. In 2006, she was selected as a Frasier Scholar for the National Association for Gifted Children (NAGC) and awarded the NAGC Coordinator of the Year in 2020. Dorn serves the gifted community in several capacities. In 2021, she co-facilitated the NAGC Convention Task Force alongside Dr. Shelagh Gallagher. In 2022, she became a member of the NAGC Leadership Committee and the NAGC Equity Symposium Planning Committee. Currently, she serves as an officer in several organizations: the Virginia Association for the Gifted (VAGifted) President, VAGifted conference chair, Virginia Advisory Committee for the Education of the Gifted (VACEG) secretary, and Project E-Ignite Board. Additionally, she is a Supporting Emotional Needs for the Gifted (SENG) Model Parent Gifted (SMPG) facilitator. Most recently, she has been awarded the 2022 VA Gifted Leader of the Year. She earned her doctorate at Virginia Tech University in Educational Leadership and Policy Studies.

Sun-Siret Betancourt is a native of the Bronx, New York. In 1999, he graduated from City College Of New York with a Bachelor of Science Degree in Education. In 2017 she earned a Master’s Degree in Administration and Supervision from Regent University. As a career educator, she taught in Yonkers, Bronx, NY, and Virginia Beach, VA. She has over 24 years of teaching experience, including 13 years of Gifted Education, seven years as a Spanish language immersion program teacher, and four years as an elementary school teacher in New York. She holds a Postgraduate Professional License granted by the Commonwealth of Virginia. She received an endorsement in Gifted Education. Sun-Siret’s awards include the 2020-2021 Virginia Beach City Public Schools (VBCPS) Outstanding Teacher of the Gifted /Gifted Teacher of the Year. Recognized by the VBCPS Division for the “Great Dreams Need Great Teachers” in 2018. Nominated for VA Gifted Teacher of the Year in 2017. New Castle E.S. Teacher of the Year Award in 2016. The recipient of the “Tagged by the Superintendent” in 2015 and 2006. Received the Distinguished Teacher Award in 2013 and the "I Make A Difference" Award in 2013 and 2011. Nominated for the Disney Teacher Award in 2001. She has presented in the NAGC and completed various training certifications with the University of Connecticut and the Professional Summer Institute at The College of William and Mary.

Broadcast on Saturday, April 22, 2023
Strategies and Resources for Families to Promote Racial Pride and Achievement Among Their Children of Color
Donna Ford
The Ohio State University

Description: All students share the reality that self-perception (e.g., self-esteem and self-concept) significantly influences school performance. Students of color have an additional view of self that families and caregivers need to understand – racial identity development. Theories of racial identity are described, along with recommendations and resources to promote racial pride.

Speaker Bio: Donna Y. Ford, PhD, is a Distinguished Professor in the College of Education and Human Ecology at The Ohio State University. She is also a Faculty Affiliate with the Kirwan Institute and the Center for Latin American Studies. Professor Ford conducts research primarily in gifted education and culturally responsive/multicultural/urban education. She has written over 300 articles and book chapters; she has made over 2,000 presentations at professional conferences and organizations, and in school districts.

Broadcast on Thursday, April 20, 2023
What do Parents Need to Know About Academic Acceleration?
Ann Lupkowski-Shoplik
University of Iowa Belin-Blank Center

Description: Acceleration is the best-researched option for academically talented students, yet educators and families may be hesitant to use it. Forms of acceleration include grade-skipping, subject acceleration, AP courses, honors courses, dual enrollment, and early entrance to college. Research indicates that accelerated students perform well academically in the short- and long-term; additionally, they do well socially. Tools are available to help inform decisions about acceleration, including the Iowa Acceleration Scale, Integrated Acceleration System, and above-Level testing. Some states and school districts have well-developed acceleration policies that guide decision-making. Learn about the many resources available to support families seeking additional challenges for their students.

Speaker Bio: Ann Lupkowski-Shoplik, Ph.D. is Administrator, Acceleration Institute and Research at the University of Iowa Belin-Blank Center. Previously, she founded and directed the Carnegie Mellon Institute for Talented Elementary Students (C-MITES) at Carnegie Mellon University. She co-authored Developing Math Talent (2nd ed.), Developing Academic Acceleration Policies, and the Iowa Acceleration Scale, and co-edited A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students. She is also co-developer of the online Integrated Acceleration System, which guides educators and families through the decision-making process about grade-skipping, early entrance to kindergarten, subject acceleration, and early entrance to college.

What Do Parents Need to Know About Academic Acceleration

Broadcast on Saturday, March 11, 2023
Developing Critical Thinkers in the Digital Age
Rebecca O’Brien
Whitworth University

Description: The rapid development of online media and increased internet access has created a firehose of consumable information. How do we teach students to think critically about that information, examining multiple perspectives and identifying their own biases? Mandated curriculum, limited time flexibility, and lack of resources often restrict teachers’ ability to prioritize teaching critical thinking and problem solving skills in the classroom. In this Strand, we will explore ways to engage students in developing the skills of critical thought (interpretation, analysis, evaluation, inference, explanation, and self-regulation) while encouraging the dispositions of successful critical thinkers and consumers of information.

Speaker Bio: Rebecca O’Brien is an Assistant Professor of Graduate Studies in Education, the Director for the Center for Gifted Education, and the Program Director for Gifted Education and Equitable Instruction at Whitworth University in Spokane, Washington. Her work primarily focuses on identifying and encouraging high potential in students from diverse backgrounds, improving teacher preparation, aligning instruction to assessment, and supporting in-service teacher learning and instruction. Prior to becoming a professor, she served as a math, science, and robotics teacher in an urban middle school.

Broadcast on Thursday, March 9, 2023
Four Factors that Promote an Achievement-Orientation Attitude with Your Child
Del Siegle
University of Connecticut

Description: Gifted students achieve for a variety of reasons. In this session, we will discuss four factors that students and research suggest influence gifted students’ achievement. While there are many factors that contribute to achievement, achievement-oriented students exhibit four key traits: 1) they believe that they have the skills to perform well, 2) they expect that they can succeed, 3) they believe what they are doing is meaningful, and 4) they set realistic expectations and implement strategies to successfully complete their goals.

Speaker Bio: Del Siegle is the Lynn and Ray Neag Endowed Chair for Talent Development at the University of Connecticut, where he directs the National Center for Research on Gifted Education. He is a past-president of NAGC and recipient of their 2021 Founder’s Memorial, 2018 Distinguished Scholar, and 2011 Distinguished Service Award.

Broadcast on Saturday, February 11, 2023
Vertical Differentiation: Scaffolded Supports to Stretch Student Thinking
Emily Mofield
Lipscomb University

Description: Learn strategies to stretch student thinking, promote deep learning, and provide layers of challenge for high-potential students. These strategies build schema, academic language, and provide scaffolds to intentionally foster gifts and talents of students from underrepresented groups. Leave with concrete examples to support and extend student thinking across content areas.

Speaker Bio: Emily Mofield, Ed.D., is an Assistant Professor at Lipscomb University, teaching courses in the Gifted Education and Advanced Academics Program and the Ed.D. Program for Learning Organizations and Strategic Change. She has over 20 years of experience in gifted education as a teacher, district leader, and now assistant professor. Her work focuses on curriculum for gifted/high-potential students, differentiation, achievement motivation, and most recently, collaborative teaching practices for promoting access and equity in gifted education. Her most recent books include Vertical Differentiation for Gifted, Advanced, and High-Potential Students: 25 Strategies to Stretch Student Thinking and Advanced Content Models for Differentiating Curriculum for Gifted Learners.

Link to Emily Mofield's Padlet

Broadcast on Thursday, February 9, 2023
Raising Your 2E Child
Ashley Carpenter
William & Mary

Description: Parenting is hard but parenting a twice-exceptional student can feel like you are constantly fighting for what your child needs in a land of people that just don't understand. In this session, Dr. Ashley Y. Carpenter teaches you about both the lands of gifted/talented education and special education. Learn the terminology, what to ask for, and who to talk to on your advocacy journey. She is the parent of a twice exceptional child, a former special education teacher, gifted teacher, and is now an Assistant Professor of Gifted Education.

Speaker bio: Ashley Y. Carpenter, PhD, is a Clinical Assistant Professor and Director of Professional Development and Publications at William & Mary’s Center for Gifted Education. She currently teaches graduate courses in Gifted Education and is the Professional Developer for Project BUMP UP, a Jacob Javits Grant funded research project. As the Director of Professional Development, Ashley coordinates several conferences including, 2e @ William & Mary: Twice Exceptional Conference and the National Curriculum Networking Conference. She also provides trainings on Center for Gifted Education curriculum units and general gifted education topics across the country. Ashley completed her doctoral work in Gifted Education and Talent Development at the University of Connecticut and worked at the National Center for Research on Gifted Education as a Research Assistant and Research Site Director. She was a middle school teacher for 14 years and is the parent of a twice-exceptional child.

Broadcast on Saturday, January 21, 2023
The Age of Technology and the Arts: Innovation in Content-based Curriculum
Joyce VanTassel-Baska, Catherine Little, Debbie Dailey, Steve Coxon, and Cara Bernard

Description: This session will explore new areas of content being used in programs for the gifted and how effective they are in motivating and engaging learners. Presenters will offer perspectives on the role of robotics, the performing arts, and engineering. The panel will provide insights on incorporating these areas into existing programs and services and supporting talent development in these domains.

Speaker Bios: Joyce VanTassel-Baska is the Smith Professor Emerita  at The College of William and Mary in Virginia where she  developed a graduate program and a research and development center in gifted education. Formerly, she initiated and directed the Center for Talent Development at Northwestern University. She has also served as the state director of gifted programs for Illinois, as a regional director of a gifted service center in the Chicago area, as coordinator of gifted programs for the Toledo, Ohio public school system, and as a teacher of gifted high school students in English and Latin. Dr. VanTassel-Baska has published widely including 38 books and over 700 refereed journal articles, book chapters, and scholarly reports. Her major research interests are on the talent development process and effective curricular interventions with the gifted.

Cara Bernard is Associate Professor of Music Education at the University of Connecticut, where she teaches courses in choral and elementary methods and curriculum. As a conductor, Cara prepared choruses for performances at Carnegie Hall and Lincoln Center. Cara’s research areas include music teacher evaluation, policy, curriculum, and social justice. She is associate editor of Visions of Research in Music Education, and co-author of the book Navigating Teacher Evaluation: A Guide for Music Teachers, published by Oxford University Press.

Steve Coxon is Professor of education and executive director of the Center for Access and Achievement (CA²) at Maryville University. He conducts research on developing STEM talents, especially spatial ability, mathematics, and creativity with a special focus on talent development in populations traditionally underrepresented in gifted and STEM education. He is the author of more than 50 publications including the book Serving Visual-Spatial Learners and has given more than 100 presentations and workshops on these topics. Steve earned his PhD from the College of William and Mary in educational policy, planning, and leadership in gifted education. He was the 2010 recipient of the Joyce VanTassel-Baska Award for Excellence in Gifted Education and the 2020 recipient of the Laura Joyner Award from the Mensa Foundation.

Debbie Dailey is an Associate Professor and Chair of the Department of Teaching and Learning at the University of Central Arkansas (UCA). Through teaching, service, and scholarship, Dr. Dailey has devoted her life to education at all levels of schooling for over 34 years.

Catherine Little is a Professor in the area of Giftedness, Creativity, and Talent Development in the Educational Psychology program at the University of Connecticut.

Broadcast on Thursday, January 19, 2023
Born to Draw: The Development of Artistically Gifted Children
Jennifer Drake
Brooklyn College, CUNY

Description: Some young children are able to create stunningly realistic drawings that resemble those of adult artists. In this talk, I will present research examining the perceptual and cognitive skills that underlie this talent in children. I will consider three pieces of evidence for their innate talent. First, the drawings of these children are advanced from the start before they have been given any formal drawing instruction. Second, these children are not just advanced but are also different: they have superior visual memory, mental rotation, and visual imagery skills. Most importantly, these children show a “rage to master” in the domain of drawing—a strong drive to figure out the rules of graphic representation. Finally, I present research suggesting that artistic brilliance in children may not be limited to drawing realistically and may be found children who are gifted in abstract expressionist art. Thus, there may be two routes that gifted child artists follow – one the early representational/realism route and the other the early abstraction route.

Speaker Bio: Jennifer Drake is an Associate Professor of Psychology at Brooklyn College and The Graduate Center of the City University of New York. Her research program focuses on the psychology of the visual arts. In one line of research, she examines the emotion regulation benefits of engaging in drawing for children and adults. In a second line of research, she studies the cognitive and perceptual processes underlying graphic representation skills in autistic, non-autistic, and gifted children. Her research has been funded by grants from the National Endowment of the Arts, the Imagination Institute supported by the John Templeton Foundation, and PSC-CUNY. Her research has been featured in Scientific American Mind, The Atlantic, The Wall Street Journal, National Geographic, The New York Times, and on National Public Radio. She was named a 2015 “Rising Star” by the Association for Psychological Science and an outstanding early career scholar in 2018 by the American Psychological Association for her work on the emotion regulation benefits of everyday art-making.

Broadcast on Saturday, November 12, 2022
Doing What Mathematicians Do! Investigations in Algebraic Reasoning to Nurture Talent in Elementary Students
Kathy Gavin

Description: Give your students new opportunities to work like mathematicians and find out how much they love math! Come explore challenging research-based, field-tested and NAGC award-winning activities focused on algebraic thinking. Students explore patterns and make generalizations, discover relationships, analyze equations, and even create new problems. The focus is on critical and creative thinking set within engaging contexts and games.

Speaker Bio: Katherine Gavin, Ph.D. has over 30 years of experience as a mathematics teacher, math district coordinator, elementary assistant principal, and Associate Professor at the Renzulli Center for Creativity, Gifted Education and Talent Development at the University of Connecticut. She is senior author and director of three series for talented elementary math students; Projects A³, M³, and M². Projects M³ and M² have won the NAGC Curriculum Division Award for Distinguished curriculum for nine consecutive years. Kathy’s awards include the NAGC Early Leader Award, NAGC 2009 and 2013 Research Papers of the Year, University of Connecticut Distinguished Researcher Award, and the Rosenbaum Leadership in Mathematics Award from the Connecticut mathematics association. She has published over 100 articles, book chapters, and curriculum on gifted mathematics education. In addition, she has provided professional development for teachers and administrators in school districts throughout the United States and presented regularly at national and international conferences including invited keynote presentations.

Doing What Mathematicians Do Handout.pdf

Broadcast on Thursday, November 10, 2022
What Parents Need to Know about Testing
Nick Gelbar
University of Connecticut

Description: This presentation will provide a parent-friendly overview of the testing that is used to determine if a child is gifted and talented. It will discuss how the testing works so parents can better understand the results. Considerations for testing children who are 2e will also briefly be discussed.

Speaker Bio: Dr. Gelbar is an Associate Research Professor at the University of Connecticut in the Department of Educational Psychology. Previously, he was an assistant professor at the University of Connecticut Health Center (School of Medicine) and the research director for the UConn University Center for Excellence in Developmental Disabilities. He earned his Ph. D. in Educational Psychology (with concentrations in School Psychology, Special Education, and Gifted/Talented Education) from the University of Connecticut in 2013. He is a licensed psychologist, a national certified school psychologist, and a board-certified behavior analyst at the doctoral level.

Broadcast on Thursday, October 27, 2022
An Important Tool in the Toolkit: Academic Acceleration
Ann Lupkowski-Shoplik
University of Iowa Belin-Blank Center

Description: Educators are sometimes reluctant to use acceleration for their academically talented students because they have had little experience with it. This introductory session will provide an overview of the research supporting acceleration as well as the tools developed to help make informed, objective decisions. Acceleration comes in many forms, including grade-skipping, subject acceleration, dual enrollment, and advanced placement courses. Seventy years of research inform us that acceleration is a success story both in the short term and in the long term, and students do well both academically and socially. Learn about the Iowa Acceleration Scale, Integrated Acceleration System, above-level testing, acceleration policies, and the resources available on the Acceleration Institute website.

Speaker Bio: Ann Lupkowski-Shoplik, Ph.D. is Administrator, Acceleration Institute and Research at the University of Iowa Belin-Blank Center. Previously, she founded and directed the Carnegie Mellon Institute for Talented Elementary Students (C-MITES) at Carnegie Mellon University. She co-authored Developing Math Talent (2nd ed.), Developing Academic Acceleration Policies, and the Iowa Acceleration Scale, and co-edited A Nation Empowered: Evidence Trumps the Excuses Holding Back America’s Brightest Students. She is also co-developer of the online Integrated Acceleration System, which guides educators and families through the decision-making process about grade-skipping, early entrance to kindergarten, subject acceleration, and early entrance to college.

An Important Tool in the Toolkit: Academic Acceleration

Broadcast on Thursday, October 13, 2022
What Parents of Smart Students (and their students) Need to Know about College Admissions
Sally M. Reis
University of Connecticut

Description: What are the key points that parents of academically talented students need to know about college admissions? In this workshop, a university professor, parent, and college admissions advocate for talented students shares two decades worth of advice and experience for your current and future planning about colleges and universities for your talented son or daughter.

Speaker Bio: Sally M. Reis, Ph.D. is the Letitia Neag Morgan Chair in Educational Psychology, a Board of Trustees Distinguished Professor, and a University Teaching Fellow at the University of Connecticut. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored or co-authored over 250 articles, books, book chapters, monographs, and technical reports. Her research interests are related to special populations of gifted and talented students, including students with learning disabilities, gifted females, and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model both for gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She is the co-director of Confratute, the longest running summer institute in the development of gifts and talents.

What Parents of Smart Students (and their students) Need to Know About College Admissions

Schoolwide Enrichment Model and More: A Conversation with Joseph Renzulli and Sally Reis

Student Achievement & Underachievement: A Conversation with Del Siegle

Gifted Children and other Superheroes | Science Goes to the Movies with D. Betsy McCoach

Evaluating Your Gifted Program: Why? What? How? (broadcast Saturday, June 11, 2022)
Dr. E. Jean Gubbins - University of Connecticut

Program evaluation is an ongoing process designed to raise questions about the match between identification systems and programming options to guide next steps in maintaining effective programs and practices. Explore the why, what, and how to evaluate your gifted program. Learn how to develop and implement a program evaluation plan matched to expected outcomes.

E. Jean Gubbins, Ph.D. is a Professor in the Department of Educational Psychology, University of Connecticut. Through Javits grants for The National Research Center on the Gifted and Talented, Dr. Gubbins implemented research studies on curricular strategies and practices in science, technology, engineering, and mathematics high schools, reading and mathematics education in elementary schools, professional development, and gifted education pedagogy. Currently, she is Associate Director and co-principal investigator for the National Center for Research on Gifted Education, which focuses on exemplary practices in identification, programming, and acceleration for gifted and talented students from underrepresented groups, co-principal investigator for Project BUMP UP: Building Up Math Proficiency Utilizing Push-in, and principal investigator for Thinking Like Mathematicians: Challenging All Grade 3 Students. Her research, evaluation, and teaching interests focus on reading, mathematics, professional development, program evaluation, and identification and programming for gifted students from culturally, linguistically, and economically diverse communities.

Evaluating Your Gifted Program: Why? What? How?

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The Power of Psychosocial Perceptions for Academic Talent Development (broadcast Sat., May 14, 2022)
Dr. Dante Dixson - Michigan State University

All advanced academic talent development requires psychosocial perceptions (i.e., one’s thoughts, attitudes, and beliefs) to advance from academic potential to academic accomplishment. In this talk, Dr. Dante Dixson will discuss the role psychosocial perceptions play in advanced academic talent development. Moreover, Dr. Dixson will outline what educators can do to help students leverage their psychosocial perceptions to aid in them living up to their full potential. 

Dante D. Dixson, Ph.D., LP is currently an Assistant Professor of School and Educational Psychology at Michigan State University. He currently serves on the editorial broads of Gifted Child Quarterly, Journal for the Education of the Gifted, School Psychology Review, Cultural Diversity and Ethnic Minority Psychology, and the Journal of Black Psychology. In addition, Dr. Dixson is a board member for the Roeper Institute, Boys Hope Girls Hope-Detroit, and the Michigan Association of Gifted Children. Dr. Dixson’s areas of expertise include the role of hope in the educational and psychological functioning of children and adolescents, psychosocial precursors of achievement, at-risk youth, the achievement gap, the underrepresentation of minority and disadvantaged youth in gifted education, and the translation of psychological research findings into school-based practice.

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Power, Privilege, and Positioning: A Critical Time for Adopting a Critical Lens (broadcast Sat., April 9, 2022)
with Dr. Elizabeth (Liz) Fogarty - University of St. Thomas

Power, privilege, positioning . . . what messages are portrayed in books, media, art, and WHY? Today’s world requires citizens who can think critically about complex issues. This session will demonstrate the use of a critical literacy framework used to help gifted kids recognize and question the ethical issues in the world around them in order to create meaningful change.

Elizabeth (Liz) Fogarty, Ph.D. is a teacher educator with a passion for motivating kids to read. She believes the best way to do this is to meet them at their level through differentiation and let them read material they will love. In her work as Assistant Professor of Literacy at the University of St. Thomas, as well as work with teachers around the country, she inspires teachers to see their students as blossoming readers. Liz also integrates principles of social justice and equity throughout her courses and believes the best way to help gifted students thrive is by providing quality educational experiences for all students. Before returning to her home state of Minnesota, Liz taught in the College of Education at East Carolina University for 10 years. In 2010, Liz was recognized by the National Association for Gifted Children as an Early Leader in the field of gifted education. In 2013, she was recognized for teaching excellence at East Carolina University with the East Carolina Alumni Association Outstanding Teaching Award. In 2016, the North Carolina Association for the Gifted and Talented awarded Liz with the Distinguished Service Award, a lifetime achievement award presented to a person who has made outstanding contributions to the education of gifted children in North Carolina. Liz has published books on the intersection of her research and teaching passions including Joyful Reading (Jossey Bass), Reading for Gifted Students (Prufrock Press), and Teaching Gifted Children (Prufock Press) as well as many articles and book chapters.

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Designing Type I Learning Experiences (broadcast Sat., March 12, 2022)
with Dr. Brian Housand - University of North Carolina Wilmington

A Type I Experience has the potential to supercharge students’ innate curiosity and propel them toward a lifetime of inquiry and investigation, but how do we effectively tap into students’ interests and purposefully construct a learning experience that promotes creative productive giftedness? In this session, we will explore ways to leverage readily available technology and resources to build meaningful and memorable Type I Experiences based on students' interests.

Brian Housand, Ph.D. is the coordinator of the Academically or Intellectually Gifted program at University of North Carolina Wilmington. Dr. Housand earned a Ph.D. in educational psychology at the University of Connecticut with an emphasis in both gifted education and instructional technology. Along with his wife Dr. Angela Housand and Dr. Joe Renzulli, he co-authored Using the Schoolwide Enrichment Model with Technology. He is also the author of Fighting Fake News! Teaching Critical Thinking and Media Literacy in a Digital Age. Brian has worked in education as a classroom teacher, a teacher of the gifted, and a university professor for over twenty years. As a speaker and consultant, he has presented in 40 states, Canada, Australia, South Korea, Kuwait, and Chilé. Brian is a lover of technology, Star Wars, all things Disney, video games, and fonts. He proudly identifies himself as a geek. You can learn more on his website at brianhousand.com and by following him on Twitter @brianhousand.

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Talent Denied and Talent Lost: Challenges and Compromises of Gifted Girls and Women (broadcast Thurs., March 10, 2022)
with Dr. Sally Reis - University of Connecticut

This session focuses on the loss of talents of girls and women across the country and the globe, and the implications of that phenomenon on diminished creativity, leadership, innovation, and creative productivity. The session willconcludes with a positive call to action on how educators and researchers can make a difference in helping girls and women to develop their talents.

Sally M. Reis, Ph.D. recently completed a six-year term as the Vice Provost for Academic Affairs and is the Letitia Neag Morgan Chair in Educational Psychology, a Board of Trustees Distinguished Professor, and a University Teaching Fellow at the University of Connecticut. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored or co-authored over 250 articles, books, book chapters, monographs, and technical reports. Her research interests are related to special populations of gifted and talented students, including students with learning disabilities, gifted females, and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model both for gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She is the co-director of Confratute, the longest running summer institute in the development of gifts and talents.

Talent Denied and Talent Lost: Challenges and Compromises of Gifted Girls and Women

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Making it Real! Designing Curricular Units to be Meaningful and Relevant! (broadcast Sat., February 12, 2022)
with Dr. Jann Leppien- Professor Emerita from Whitworth University

Connecting curriculum and instruction to real world applications is key to students’ engagement and growth in understandings. However, the “real world” has to be their world and has to connect to their existing schemas of what they understand and deem is important. This session will provide concrete strategies for teachers to design their units to be emergent and inclusive of students’ personal experiences increasing their agency to make their own connections.

Jann H. Leppien, Ph.D. is Professor Emerita from Whitworth University in Spokane, Washington, and former Margo Long Chair in Gifted Education and Program Director for graduate programs in gifted education. Her professional experience includes serving as a research associate at the National Research Center on the Gifted and Talented, working as an elementary and middle school teacher, and coordinating gifted education services K-8.  She conducts professional staff training for educators in the areas of differentiated instruction, curriculum design and assessment for advanced students, thinking skills, and gifted program development, both nationally and internationally. She has served on the board of the National Association for Gifted Children, and currently serves on the board for the 2E Center for Research and Professional Development, NAGC’s Leadership Committee, and Washington State’s Gifted and Talented Advisory Board.  She is the coauthor of the The Multiple Menu Model: A Practical Guide for Developing Differentiated Curriculum and The Parallel Curriculum: A Design to Develop High Potential and Challenge High-Ability Students and series editor for content related PCM books.

Link to slides from this presentation. The slides contain links to the websites Dr. Leppien mentioned.

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Parenting Gifted Boys to Become Awesome Young Men (broadcast Thurs., February 10, 2022)
with Dr. Thomas Hébert - University of South Carolina

Boyhood is filled with wonderful possibilities and difficult challenges. Guys growing up gifted today must negotiate a culture that may not be supportive of their talents, interests, and favored ways of learning. This webinar explores parenting strategies to provide boys the tools they need to negotiate adolescent peer group pressures, remain actively engaged in school and achievement oriented, maintain supportive friendships, and develop the identity of a gifted male.

Thomas P. Hébert, Ph.D., is professor of gifted and talented education at the University of South Carolina. Dr. Hébert has more than a decade of K-12 classroom experience working with gifted students and 25 years in higher education training graduate students and educators in gifted education. He has also conducted research for the National Research Center on the Gifted and Talented (NRC/GT) and served on the Board of Directors of the National Association for Gifted Children (NAGC). He received the 2012 Distinguished Alumni Award from the Neag School of Education at the University of Connecticut and the 2019 Distinguished Scholar Award from NAGC. 

List of Resources on Gifted Boys

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Problem-Based Learning 101: Using Problems as Stories to Differentiate Curriculum (broadcast Sat., December 11, 2021)
with Dr. Shelagh Gallagher - Engaged Education

Problem-Based Learning (PBL) uses the allure of stories to immerse students in engaging, relevant learning experiences. This session provide participants with an up-close look at how PBL units are constructed, and how they unfold in the classroom. The presentation will be supported with stories, pictures, and student products in several classrooms, including evidence that PBL excites interest even among typically disengaged students. Through practical stories of classroom experiences, research, and artifacts from many units at different grade levels, participants will learn the structure of PBL, how real-world problems lead to standards-based learning, how to differentiate for gifted students within a PBL unit, and the value-added benefit of student engagement PBL brings to the classroom.

Dr. Shelagh A. Gallagher's career in gifted education spans over 30 years, with positions including classroom teacher, school administrator, founding team member for two schools for gifted students, and 13 years as professor, researcher, writer, and director of two national curriculum grants at UNC Charlotte. Today, Dr. Gallagher is Executive Director of Engaged Education, where she works with educators worldwide conducting research, writing curriculum, and contributing to policy initiatives. She is co-author of the national policy report Americans Agree, she leads the North Carolina Talent Delayed/Talent Denied advocacy initiative, and she is an eight-time winner of the NAGC Curriculum Award for her Problem-Based Learning curriculum. Dr. Gallagher is President-Elect of the National Association for Gifted Children and is a US delegate to the World Council for Gifted and Talented Children. During the school year, she is a reading mentor to 4th-graders, and in the summer, she works with gifted youth at Camp Yunasa.

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Books and More for Promoting Literacy and Thinking in Kids (broadcast Thurs., November 18, 2021)
with Dr. Susannah Richards - Eastern Connecticut University

Looking for recommendations to ignite, delight, and cultivate lifelong readers? This session will highlight recently published books that kids will want to binge read. It will include suggested fiction and nonfiction, middle grade and young adult novels, picture books, graphic novels, and more.

Susannah Richards is an associate professor of Education at Eastern Connecticut State University where she teaches courses on literacy and literature. She has a PhD in Gifted Education from the University of Connecticut where she studied talented readers. She has served on the Newbery, Geisel, Connecticut Book Award, Malka Penn Award for Human Rights in Children’s Literature, and other award committees for children’s literature. She actively reads and presents on books for youth and how to use them at international, national, and local conferences. Follow her on Twitter and Instagram @SussingOutBooks. 

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Effective Gifted Program Design and Implementation Practices (broadcast Sat., October 16, 2021)
with Dr. E. Jean Gubbins - University of Connecticut

Explore options for designing and implementing effective gifted and talented programs. Is identification the first step in this process? Should you adopt or adapt a curricular model? Or should you determine potential program content or curricular options? Learn about critical program components that require alignment with the identification system and expected program outcomes.

Dr. E. Jean Gubbins is a professor at the University of Connecticut, Department of Educational Psychology, and associate director of the Renzulli Center for Creativity, Gifted Education, and Talent Development.

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Constructive Collaboration with Your Child's Teacher (broadcast Thurs., October 14, 2021)
with Pam Peters - University of Connecticut

Students who perform well are often overlooked in general education classrooms. We all understand that teachers are busy and often overwhelmed. Join me for a discussion about ways to build a constructive, two-way relationship with your child's teacher to help you advocate for their needs.

Pam Peters is the Chair of the Parent, Family, and Community network of the National Association for Gifted Children. She is also a doctoral student at the University of Connecticut, with research focusing on equity in gifted education. She is the parent of two gifted children and has advised parents from around the United States.

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