The Belin-Blank Center is pleased to announce our new graduate certificate in talent development! It addresses talent development from a broad perspective and considers multiple fields. This certificate will be open to current, degree-seeking students at the University of Iowa and non-degree students (e.g., full/part-time personnel in teaching and/or a wide range of professions). The Graduate Certificate in Talent Development will provide a synthesis of theory and multiple perspectives across various areas of study and provide opportunities for registrants across fields to engage and interact with the common goal of how to best match individuals with appropriately enriching experiences (within and outside of school).
The purpose of the Graduate Certificate in Talent Development is to increase understanding of talented individuals, the process of talent development and the creative process, and to prepare advocates for talented individuals. The Graduate Certificate in Talent Development will provide a research-based foundation for cultivating talent and encouraging best practices, especially in K-12 schools. The emphasis on talent development is moving away from simplistic “pull-out” programming within schools and exploring more sophisticated conceptions of the development of expertise in specific fields and domains. The proposed certificate intends to train professionals across fields to develop talent among artists, athletes, business leaders, musicians, and STEM, to name a few.
The Graduate Certificate in Talent Development will be available in Fall 2022. It consists of 14 semester hours and can be earned completely online. Its three-fold learning approach is composed of:
1) required coursework (6 semester hours),
2) interest-based elective coursework (6 semester hours – can reside in any UI department), and
3) a culminating independent Capstone Exploration Project (steered completely by student interest).
John Cotton Dana, an American library and museum director, brilliantly asserted that “who dares to teach must never cease to learn.” That is certainly true of teachers who support the needs of gifted and talented learners.
Teachers from across the country who are new to the field of gifted education and talent development look for coursework to help them earn the Talented and Gifted Endorsement. Teachers who already work in gifted programs continue to develop their understanding of gifted children and how to best develop their talents.
Chautauqua
The Belin-Blank Center sponsors Chautauqua in the summer, and many teachers take advantage of one or more of the six one-semester-hour classes that begin over two weeks in July. Each of these classes meets, either in person on the University of Iowa campus or via Zoom, for the first two days of the class; look for more information at belinblank.org/Chautauqua.
Online Programming
Others might prefer the flexible format of fully online and asynchronous opportunities throughout the summer. All classes are one semester hour unless otherwise indicated.
May 17 – Jun 6
EDTL:4096:0WKA (Topics)
Assessing Achievement for Talent Development (Programming strand)
Anna Payne
Jun 6 – 24
EDTL:4024:0WKA
Differentiating Projects with Technology (Programming strand; updated content)
Dr. Antonia Szymanski
Jun 6 – Jul 29
PSQF:4123:0EXW (3 semester hours [s.h.])
Academic Acceleration (1 s.h. each in the Psychology, Programming, and 1 Administrative strands)
Dr. Ann Lupkowski-Shoplik
Jun 13 – Aug 4
EDTL/RCE:4137:0EXW (3 semester hours)
Introduction to Educating Gifted Students (Psychology strand)
Dr. Kimberley Chandler
Jun 20 – Jul 11
EDTL:4085:0WKA
Current Readings & Research in Gifted Education (strand based on readings)
Anna Payne
Jun 27 – Jul 18
PSQF:4126:0WKA
Cognitive/Affective Needs of Gifted Students (Psychology strand)
Dr. Katie Schabilion
Jul 1 – 22
EDTL:5080:0WKA
Teacher Training in Advanced Placement Courses** (Programming strand)
Dr. Randy Lange
Jul 6 – June 24
EDTL:4029:0WKA
Leadership Skills for G/T Students, K – 12 (Programming strand)
Dr. Beth Maloney
Jul 11 – 29
EDTL:4074:0WKA
Differentiation at the Secondary Level (Programming strand)
Dr. Kristine Milburn
**option for participants in the University of Iowa Advanced Placement Summer Institute (belinblank.org/apsi)
Registration
To take part in classes, participants must register one time each year with Distance and Online Education as a non-degree seeking student. Those earning the Endorsement in Talented and Gifted Education may register as either graduate or undergraduate students, regardless of professional status (undergraduates pay less tuition per course but may lose district benefits). Once participants have their “HawkID” and password, they can follow the directions to register for courses that match their interests and needs. Follow the steps at belinblank.org/educators/reg.
by Dr. Susan Assouline, Belin-Blank Center Director
Today’s view from the Blank Honors Center is grey and bare, seemingly devoid of energy. However, activity and enthusiasm abound inside the Blank Honors Center as we prepare for the Belin-Blank Center’s many student and professional learning programs, services, and information sessions scheduled for the next several months.
This summer, students in grades 3-11 can choose from science, technology, engineering, art, math, and writing options. Whether online or on-campus, full-day or residential, all of our programs give students access to valuable university-level resources and experts in developing talent.
We are also pleased to welcome two new members of the Belin-Blank Center team! Dr. Nesibe Karakis is a Postdoctoral Research Scholar in our STEM Excellence and Leadership program. Mr. Dominic Balestrieri-Fox is our new Administrative Services Coordinator. He works to support many programs across the Center, including the Iowa Online AP Academy, AP Summer Institute, and the Scholastic Art & Writing Awards. If you encounter either of them when you contact the Belin-Blank Center, please join us in welcoming them!
New colleagues and changing seasons are but two reminders that change is the only constant. January closed with the very sad news that our friend and colleague, University of New South Wales Professor Emerita Miraca Gross, passed away. Dr. Gross’s work had a profound impact on the field of gifted and talented education. This is especially true in academic acceleration, where her contributions are unparalleled. She will always remain an inspiration, and her impact will positively influence many generations of students, families, and professionals.
Dr. Gross advocated for tools associated with making acceleration decisions, such as our newly developed Integrated Acceleration System. We invite you to learn more about this tool during an upcoming online session focused on making decisions about grade-skipping, featuring Belin-Blank Center experts.
It may still be a grey day in February, but we are staying cozy inside the Blank Honors Center, eagerly turning our eyes toward sunnier days. Whether you are a parent, educator, or student, we hope you will join us for one of the many exciting events and programs we are planning for this summer. We are excited to see you soon!
The Suite of Tools is a strengths-based, talent-focused tool that brings together several different types of assessments to help parents and educators celebrate the unique gifts of a particular student and bring their eclectic profile into better focus. The Suite of Tools (2016) was originally developed by Dr. Robin Schader and Dr. Susan Baum at the Bridges 2e Center for Research and Professional Development, and is built on the theme of C.L.U.E.S.: a process of Collecting information, Looking for connections, Uncovering patterns, Exploring options, and Seeking joyful learning.
The first assessment in the Suite of Tools is “My Learning Print,” which explores ways in which students prefer to learn, their specific interests, conditions that enhance understanding, fun hobbies, and family experiences outside of the classroom. The second assessment is called the “Quick Personality Indicator,” which asks participants to rank descriptive statements and then helps students to tally these outcomes to decipher whether they are most like a People Person, Learned Expert, Creative Problem Solver, or Practical Manager. A third tool is the Teacher Feedback form, which offers classroom educators the opportunity to reflect on the core abilities of this student. After a parent interview, each of these CLUES is brought together into a PowerPoint presentation by a seasoned educational therapist who highlights the findings of the Suite of Tools for your distinctive student, and then offers suggestions and direction for talent development opportunities that can enhance this student’s social-emotional growth and promote their intellectual potential. The Suite of Tools is especially helpful to include as an additional lens of insight along with a psychoeducational evaluation, when a learning team is crafting a 504 Plan, or for exploring options of optimal learning during an IEP Meeting.
Bridges Academy case manager Sandra Clifton, supported by her colleague Amy Clark, will be offering these services to interested Assessment and Counseling Clinic clients. For more information, please email sandra.clifton@bridges.edu.
Sandra Clifton
After earning her Masters in English Education and serving over a decade as a high school teacher, Sandra Clifton earned credentials as a professional coach and joined the RULER Team at Yale University to guide teachers in a program of Social-Emotional Learning. She then opened her own private practice: the Clifton Corner, a safe space of learning to support overwhelmed students who struggle with issues of perfection, motivation, organization, learning differences, and self-esteem. For the past fifteen years, Sandra has worked to promote self-discovery and personal accountability to help young people transform their identity through the tools of mindfulness, creativity, leadership, and positive psychology as a Board Certified Educational Therapist. Sandra shares a special affinity with both athletes and artists who shine with strengths outside of school–but may encounter challenges with time management, confidence, and/or academic insecurities in the classroom–often identified as gifted, sensitive, and/or twice-exceptional students. Sandra also guides parents through curriculum decisions and school transitions to create more joy in the journey of learning. She is currently working to earn her doctorate in Cognitive Diversity at Bridges Graduate School and is thrilled to be serving as an intern at the Belin-Blank Center.
Amy Clark
Amy Clark is a doctoral student at Bridges Graduate School, a solutions innovator, and a mom. She found her love of twice-exceptional education through the creation of Chestnut Ridge Academy, which she founded to serve her son by creating highly customized experiences for gifted and exceptional minds. In addition to her daily role as a tiny-school leader, she supports families on their own unique journeys. She guides parents to better understand their exceptional children and to uncover strategies for both educating and parenting differently through her company, Exceptionally Engaged. Her decades-long career in research and design at some of the world’s most creative companies has helped millions of people to feel empowered with tools that become part of their everyday lives. She continues to impact lives as an education, neurodiversity, and design consultant to those looking to discover the magic that lies at the intersection of technology and learning.
This is when we need to start shifting our thinking from creating one
gifted program that serves the “all-around gifted student” to providing
services for students with strengths in specific areas. This shift in thinking
helps us to be more responsive to our students’ needs and helps ensure that
they are challenged in school every day.
Subject acceleration (also called content acceleration) is useful for students who have demonstrated advanced ability in one or more academic areas. Examples include a 2nd grader moving into the 3rd grade classroom for reading, a student taking an Advanced Placement (AP) course, or grouping several advanced 6th graders for math instruction. Subject acceleration can be appropriate for a high-ability student who isn’t recommended for whole-grade acceleration, exhibits an uneven academic profile with an extreme strength area, or has already skipped a grade but needs additional challenge in one area.
Some people might be concerned that subject acceleration may
cause academic harm or put students in situations that are too challenging. Research (such as that provided in A Nation
Empowered) tells us otherwise:
High ability students engage in abstract
thinking at a younger age than typical students.
Accelerated students do not have gaps in their
academic backgrounds.
Accelerated students will not run out of
courses before high school graduation. (Students never really run out of
content to study, but the high school might not offer the next course that is
needed. In this situation, a student might need to utilize other options, such
as dual enrollment or online coursework.)
Accelerated students do not “burn out.” Research
shows that acceleration leads to higher levels of achievement.
Others may argue that, “We already have enrichment, so why
do students need content acceleration?” We agree that STEM clubs, science
fairs, English festivals, and pull-out programs provide valuable enrichment.
However, they do not provide a systematic progression through the curriculum.
Subject acceleration has many advantages:
The regular classroom teacher does not have to
search for materials for the advanced student, because that student is removed
during class (for example, the student moves to a different class for math).
It is more likely that the student will be
grouped with intellectual peers.
The student receives credit for work completed.
The student is appropriately challenged and
therefore remains interested in the subject (and in school).
Research clearly supports the use of
acceleration with academically talented students.
The disadvantages of subject acceleration include:
Although the student is now working at a higher level, the pace may still be too slow.
If the student is accelerated by only one year, there may be little new content.
The student may not receive credit for high school courses completed before enrolling in high school due to district policies.
Additional planning and discussion time may be required, if subject acceleration is new in a school or to a particular group of educators.
Long-term planning is essential, so the student does not “run out” of coursework before graduating from high school.
Utilizing subject acceleration can be challenging, and it requires
us to consider a variety of questions:
How are grades and credit assigned?
When completing the school’s regular testing,
which grade-level achievement test does the student take (“age-appropriate” or
new grade)?
What transportation is needed?
How do we schedule the same subject at the same
time for the two grade levels? (For example, one district offers math at the
same time every day across the district, so students don’t miss another subject
if they are accelerated for math.)
What indicators of accelerated coursework are
needed on the student’s transcript?
How is class rank determined?
Subject acceleration requires careful thought and planning. However, the time invested in thinking through some of the challenges and long-term issues presented by subject acceleration provides an important result: students who are appropriately challenged and engaged in school.
Belin-Blank Center 