Annual Report - 2024

THE CONNIE BELIN & JACQUELINE N. BLANK INTERNATIONAL CENTER FOR GIFTED EDUCATION AND TALENT DEVELOPMENT

2023–2024 ADVISORY BOARD ANNUAL REPORT

A LIFE RICHLY WOVEN TANYA RASTOGI GRADE 11

BELIN-BLANK CENTER STAFF

ADVISORY BOARD CHAIR Thomas Belin

Saba Ali Affiliate Faculty Susan Assouline Director Emerita Pam Bozec Graduate Assistant Paige Carlson Admin Services Coordinator Kerry Cheverton UI Center for Advancement Nicholas Colangelo Director Emeritus Alejandra Castillo Graduate Assistant Ashlee Donithan Coordinator, Student Programs Brian Douglas Associate Director, Finance and Operations Patience Duepa-Kannah Admin Services Coordinator Aliyanna Dorn Graduate Assistant Megan Foley-Nicpon Director & Professor Gennifer Humphreys Graduate Assistant Joshua Jacobs Administrator, Technology and Project Management Mike Keller-Wilson Administrator, Student Programs Emily Ladendorf Administrator, Technology and Public Relations Michael Lambeth Administrator, Academy Programs Randy Lange Associate Director, Clinical Assistant Professor for Professional Development

Ann Lupkowski-Shoplik Administrator, Acceleration and Research Mae Parker UI Center for Advancement Claire McCall Graduate Assistant Pia Patel Graduate Assistant Bridget Pauley Secretary III Jessica Pauley Graduate Assistant Zeus Pichardo Postdoctoral Research Scholar Katie Schabilion Supervisor of Psychological Services Jill Schenck PR Assistant Christopher Smith Licensed Psychologist Jolene Teske Associate Director, Clinical Assistant Professor for Professional Development Alexander Persons Graduate Assistant Raechel Popek Graduate Assistant Madison Trog Graduate Assistant Nancy Whetstine Secretary III Tianxin Wang Graduate Assistant

BOARD MEMBERS Susan Assouline Pat Ballou Laurie Belin Bennett Brown Mary Bucksbaum Scanlan Julius C. Carter Nicholas Colangelo Bob Downer Dick Ferguson Ann Hoffman James E. Hoffman Alyssa Levitz Heidi Molbak Maurine Neiman Jeffrey Perry Shoshana Perry William Perry Barbara Ross Belin Theodore (Bob) Scarborough Sarvjeev Sidhu Don Swartz Paul Thompson Bret Ulery Alex Vacca

EX-OFFICIO MEMBERS Daniel Clay Megan Foley-Nicpon Sarah Hansen Kevin Kregel Lynette Marshall Molly McConnell Tanya Uden-Holman Shaun Vecera Barbara Wilson FOUNDERS (IN MEMORIAM) David Belin Connie Belin Myron Blank Jacqueline Blank

VISION Where all learners explore, develop, and realize their talents.

MISSION The Belin-Blank Center creates opportunities for equitable talent development.

LIMINAL MEMORY OF A WINTER IN DELHI TANYA RASTOGI GRADE 11

STRATEGIC PRIORITIES

FROM THE DIRECTOR

Student Programs Collaborate to form a safe space for transformative learning opportunities, unforgettable experiences, and lifelong friendships.

Dear advisory board members and friends –

Professional Learning Provide uplifting, researchbased professional learning opportunities to those seeking to support the needs of the diverse population of gifted and talented learners.

Psychological Services Supporting clients, families, and professionals through specialized psychological services and education to increase skills and knowledge, promote success, and maximize potential.

Research Engage in applied and collaborative research that expands and diversifies methods of talent discovery and development.

Outreach Connect with and provide opportunities to our constituents, including those historically underrepresented in talent development.

I am excited to share the Belin-Blank Center Advisory Board report for the 2023-2024 year! This report reflects the collaborative efforts of all Center faculty and staff to develop talent through professional learning, student programs, psychological services, research and acceleration, and outreach. While the work of the Center is wide-ranging, everything we do is ultimately in service of talent development.

The concept of talent development has been a part of the talented and gifted field for over 40 years. It has many definitions, most of which involve broadening the idea of who is considered advanced or talented academically. These definitions also typically recognize the need to nurture non-cognitive factors that impact achievement, such as motivation, resilience, interpersonal skills, and grit. Abilities across talent domains are malleable, and students need opportunities to grow their potential.

We developed talent in multiple ways this past year in each of our priority areas. For example, the professional learning team worked with University of Iowa students who wanted to earn the Talent Development Certificate.

The first recipient focused on developing athletic talent, knowledge he will take with him as he pursues a career in sports management. The student programs team reimagined the Blank Summer Institute, where middleschoolers from all backgrounds were exposed to week-long enrichment to further their talents in the arts, sciences, or humanities. The clinic psychologists helped hundreds of families identify their child’s talent domains along with potential barriers to actualizing those talents, such as a diagnosis of autism. The research and acceleration team received a Jacob K. Javits federally funded grant to partner with rural and urban Iowa schools to link students’ talent domains with their career interests, especially among those who are twice-exceptional. The outreach team created the inaugural Talent Development Recognition Award, which funded five innovative, school-based programs in Iowa schools, most of which were in low-income areas of the state. This is just a small sample of how we develop students’ talents and support educators’ efforts to do the same across Iowa and beyond.

I am thankful I work alongside so many creative, dedicated, and joyful faculty and staff at the Center. I am equally thankful to all of you for your ongoing support of and dedication to our mission.

Megan

BELIN-BLANK CENTER 2023–2024 ANNUAL REPORT

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STUDENT PROGRAMS

ASHLEE DONITHAN

PATIENCE DUEPA-KANNAH

2e Academy Students

17

Bucksbaum Students

18

Summer Students

267

Scholarships & Financial Aid

$158,251 2

BELIN-BLANK CENTER 2023–2024 ANNUAL REPORT

MIKE KELLER-WILSON

MICHAEL LAMBETH

THE STUDENT PROGRAMS TEAM strengthened talent development opportunities for students through a focus on scholarships and expanded programs. Thanks to the generosity of our board members, we provided more scholarships for students to attend programming at a lower cost. In addition, we incorporated new support structures to ensure students met their goals and were successful within their programs. For younger grades, we expanded our Weekend Enrichment offerings, which exposed elementary-aged students to curriculum across a wide variety of topics and interest areas. Similarly, we expanded our middle school programming after a strong demonstration of interest and need this past summer. Going forward, we hope to continue broadening access to talent development programming through thoughtful, diverse curriculum and by cultivating partnerships with schools, students, and stakeholders.

“Recently my daughter accepted a position as an accessioning archivist at the Hoover Institute Library and Archives on the campus of Stanford University in Palo Alto, California. I’m definitely a proud parent, but I feel that your program should share in some of that pride, helping her begin the journey towards her dream job!”

PARENT OF A BSI, SWR STUDENT

PROFESSIONAL LEARNING THE PROFESSIONAL LEARNING TEAM was excited to see Dr. Laurie Croft begin a new chapter in her career after over 25 years in Gifted and Talented Education!

PAIGE CARLSON

Enrollments

206

Credit Hours Earned

In the past year, we provided many professional learning opportunities for both pre-service and practicing educators.

Highlights included a variety of course offerings, the summer AP training, and the 43rd Belin-Blank Fellowship. Our restructuring process has already begun as we have cross-referenced all Belin-Blank Center courses and have worked with the College of Education to align our State of Iowa Talented and Gifted Endorsement with all educational endorsements. With the addition of Jolene Teske and reassignment of Randy Lange’s position, we are moving forward in restructuring our professional learning offerings and planning for a fullday of on-campus professional learning for teachers.

489

Fellowship Participants

14

APSI Participants

163

“The biggest benefit I found from taking my summer APSI through the University of Iowa was the fact that I received so many resources which I can use inside my future classroom. I also found it extremely beneficial to work alongside experienced teachers and ask them questions ahead of my year of practicum and student teaching.”

APSI PARTICIPANT AND PRE-SERVICE TEACHER

BELIN-BLANK CENTER 2023–2024 ANNUAL REPORT

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PSYCHOLOGICAL SERVICES

BRIDGET PAULEY

Assessments

94

Therapy Sessions

206

Consultations

16

Pro Bono Evaluations

2

ZEUS PICHARDO

KATIE SCHABILION

CHRIS SMITH

THE PSYCHOLOGICAL SERVICES TEAM remained resilient and committed to clinic goals while temporarily relocating to the third floor of the Blank Honors Center. We have continued to deliver quality services to our clients, who consistently report positive feedback. We also have made great progress in moving through our waiting list, which has been further supported by the addition of our new postdoctoral scholar, Dr. Zeus Pichardo. Our staff gave several workshops and presentations, often in collaboration with the professional learning strategic priority, to further our goal of knowledge dissemination. We are excited to move into our new clinic space in the coming year, where we will continue our commitment to providing excellent psychological services. We are partnering with the outreach team to brainstorm ways to support our population beyond the walls of our clinic. For example, we will be developing “2e Tips” handouts for teachers offering easy-to-implement strategies to support twice-exceptional students in the classroom.

“As a parent of a soon-to-be college student with autism this is something that parents have wished for their children to have in the college community. I hope this program stays here at the UI. It is of huge importance that these students receive the support and guidance that they deserve. Thank you so much for providing a program for all these wonderful students!”

PARENT OF A TWICE-EXCEPTIONAL ACADEMY STUDENT

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NANCY WHETSTINE

BELIN-BLANK CENTER 2023–2024 ANNUAL REPORT

OUTREACH IOAPA Schools

111 BRIAN DOUGLAS

JOSH JACOBS

EMILY LADENDORF

JILL SCHENCK

THIS YEAR, THE OUTREACH TEAM introduced the Belin-Blank Recognition Award, which awarded five schools in Iowa funding for talent development projects.

We continued traditions of collaboration, including hosting the Midwest-region Scholastic Art & Writing Awards ceremony, the Junior Science and Humanities Symposium Heartland-region event, and the Wallace Research Symposium at the University of Connecticut. We have increased general awareness of the Belin-Blank Center through robust engagement on social media, bimonthly newsletters to thousands of parents, educators, and stakeholders, our first-ever Hulu commercial, and by representing the Belin-Blank Center at conferences in the Midwest and beyond. We are excited to continue our outreach efforts, including celebrating our Recognition Award recipients at the Iowa Talented and Gifted (ITAG) conference in October and collaborating with other priority areas.

IOAPA Student Participants

573

Scholastic Submissions

5,364

JSHS Student Participants

31

Recognition Award Submissions

28

“...these resources will facilitate a myriad of learning opportunities for students throughout the upcoming academic years.

This will empower our future graduates to pursue careers they are passionate about and are competent to perform.”

BELIN-BLANK RECOGNITION AWARD RECIPIENT

BELIN-BLANK CENTER 2023–2024 ANNUAL REPORT

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RESEARCH

SABA ALI

Presentations

32

Publications

10

Integrated Acceleration Reports

113

Wallace Attendees

191

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BELIN-BLANK CENTER 2023–2024 ANNUAL REPORT

THE RESEARCH AND ACCELERATION TEAM comprises many activities of the Belin-Blank Center. Some of the projects focus on services and interventions for students, and others are more theoretically focused and offer insights that might be helpful to practitioners. For example, we were thrilled to receive a fiveyear, two million dollar, federally funded Javits grant where we partner with Iowa schools to link students’ talent domains with potential career opportunities. Our work on acceleration this past year focused on fine-tuning the Integrated Acceleration System, which has been used by educators in 27 states and four countries.

We are dedicated to moving the field of talent development and advanced academics forward through interdisciplinary collaborations. We seek opportunities to share our research findings with scholars, educators, and community members.

We created such an opportunity in partnership with the University of Connecticut’s Renzulli Center to hold the Wallace Research Symposium. This year’s Symposium was located on the beautiful Storrs campus, and over 160 speakers engaged across three days for the country’s premiere research symposium on talent development.

“Wallace easily became my favorite conference. I applaud the faculty and staff for creating a well-organized conference with a fantastic lineup of presenters and a good mix of topics. Even small details like the shared meals (and the ice cream), local lodging, and group pictures made it feel more like a community event rather than a stuffy academic conference.”

2024 WALLACE RESEARCH SYMPOSIUM ATTENDEE

PUBLICATIONS & PRESENTATIONS PEER-REVIEWED JOURNAL ARTICLES Assouline, S.G. (2023). Professor Marcia Gentry walked the talk. Roeper Review, Volume 45. https://doi.org/10.1080/02783193.2023.224 6143 Fields-Oriogun, D., Foley-Nicpon, M., & Thornburg-Suresh, M. (2024).

Mental health stigma and service use among Black American youth: A systematic review. American Journal of Orthopsychiatry.

Advance online publication. https://dx.doi.org/10.1037/ ort0000749

Colangelo, N. (2023, October) Our hopes and worries about gifted students. International Conference on Talent Education, Slovenia, virtual.

Foley-Nicpon, M. (2024, February). How research can inform practice for educators and parents of twice-exceptional learners. 2e@William & Mary: Twice-Exceptional Conference, virtual.

Foley-Nicpon, M. (2023, June). Twice-exceptionality: What is it, and what do we do about it? Detroit Public Schools Summer Institute, Detroit, MI.

Kuhlmann, E. H., Foley-Nicpon, M., & Mahatmya, D. (2023). Adding some “Cs”: Expanding positive youth development to include disability and identity. Rehabilitation Psychology. Advanced online publication. https://doi.org/10.1037/rep0000513.

Lange, R. (2023, July). Lange, R. Academic acceleration: rethinking the journey. Ankeney Community School District Summer Administrator Retreat, Ankeney, IA, United States.

LeBeau, B., Foley-Nicpon, M., Doobay, A. F., Schabilion, K., Smith, C. L., Berns, A. J., & Assouline, S. G. (2024). Academic, clinical, and psychosocial profiles for high ability individuals with Obsessive Compulsive Disorder. Roeper Review. Advanced online publication. https://doi.org/10.1080/02783193.2024.2309394

INVITED PRESENTATIONS

Mathur Grunewald, N., & Foley-Nicpon, M. (2023). Exploring the utility of community-based participatory research to investigate mindfulness-based interventions in schools. Psychology in the Schools. 1-15. https://doi.org/10.1002/pits.23059 Park, S., Foley-Nicpon, M., & Mahatmya, D. (2024). Young adult career outcomes for adolescents with ADHD, high ability, or twiceexceptionality. Journal for the Education of the Gifted. Advance online publication. https://doi.org/10.1177/01623532241258759 Pichardo, J. M., Foley-Nicpon, M., Fields, D., & Hong, J. E. (2023).

Exploratory factor analysis of the Social Communication Disorder Screener. Journal of Autism and Developmental Disorders. Advanced online publication. https://doi.org/10.1007/s10803-023-06076-6 Stuart-Maver, S. L., Foley-Nicpon, M., Stuart-Maver, C. I. M., & Mahatmya, D. (2023). Trends and disparities in suicidal behaviors for heterosexual and sexual minority youth 1995-2017. Psychology of Sexual Orientation and Gender Diversity, 10(2), 279-291. http:// dx.doi.org/10.1037/sgd0000525

CHAPTERS

Foley-Nicpon, M. (2023, October). Best practices in identification of twiceexceptional students for talent development opportunities [Invited presentation]. World Giftedness Center International Conference, virtual.

CONFERENCE PRESENTATIONS Adelson, J. L, Smith, S. S., Teske, J. K., Wilkins McCorey, D. M., Robinson, A. (2023, November) Implementing universal screening and local norms to support equity and excellence. Presented at the National Association of Gifted Children (NAGC) Annual Conference, Orlando, Florida.

Brulles, D., Brown, K., DuBois, M., Teske, J. K., Wells, A. (2023, November) Gifted coordinators’ pre-con bippity boppity boo – making magic happen in your gifted program. Presented at the National Association of Gifted Children (NAGC) Annual Conference, Orlando, Florida.

Lange, R. (2023, October). Academic acceleration: rethinking the journey.

Illinois Association for Gifted Children Conference, Naperville, IL, United States.

Lange, R. (2023, November) Academy for twice-exceptionality. National Association for Gifted Children Conference, Orlando, FL, United States.

Foley-Nicpon, M., & Teriba, A. (2023). Supporting students who are gifted and talented. In D. E. Houchins, R. P. Colarusso, C. M. O’Rourke, M. Leontovich, & M. Flores (Eds)., Special education for ALL teachers (pp. 297-330). Kendall Hunt.

Lange, R. (2023, October) Academy for twice-exceptionality: A community of support. Twice Exceptional Teacher Education Conference, Cleveland State University, Cleveland, OH, United States.

OTHER ARTICLES

LeBeau, B., Assouline, S. G., Foley-Nicpon, M., & Lupkowski-Shoplik, A. (2023, November). Likelihood of whole-grade or subject-specific acceleration for twice-exceptional students. National Association for Gifted Children Conference, Orlando, FL, United States.

Foley-Nicpon, M., & Teriba, A. (2024). Policy considerations for twice-exceptional students. Sage Perspectives Blog. https:// perspectivesblog.sagepub.com/blog/policy-considerations-fortwice-exceptional-students

KEYNOTE PRESENTATIONS Assouline, S.G. (2024, April). From academic acceleration to academic acceleration 1.0, 1.1, 2.0. Ottawa Area ISD / Michigan Association for Gifted Children, virtual.

Assouline, S.G. (2024, May). Julian C. Stanley Distinguished Lecture: Current mindsets in gifted education and talent development: What happened to talent discovery? Wallace Research Symposium, Storrs, CT, United States.

Lange, R. (October, 2023). Early entrance to college. Talented and Gifted (ITAG) annual conference, Des Moines, Iowa.

LeBeau, B., Foley-Nicpon, M, Doobay, A. F., Schabilion, K., & Smith, C. (2023, November). Psychoeducational profile of high-ability individuals with obsessive compulsive disorder. National Association for Gifted Children Conference, Orlando, FL, United States.

Long, D.A., Assouline, S.G., McCoach, B.D., Siegle, D. (2023, November).

Professional learning to increase understanding and use of academic acceleration. National Association for Gifted Children Conference, Orlando, FL, United States.

BELIN-BLANK CENTER 2023–2024 ANNUAL REPORT

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LeBeau, B., Foley Nicpon, M., Doobay, A., Schabilion, K., Smith, C. L., Berns, A., Assouline, S. (November, 2023). Psychoeducational profiles of high-ability individuals with Obsessive-Compulsive Disorder. National Association of Gifted Children (NAGC) conference. Orlando, FL. Lupkowski-Shoplik, A., LeBeau, B., & Assouline, S.G. (2024, May).

Validity study of the Integrated Acceleration System. Presented at the Wallace Research Symposium on Talent Development, University of Connecticut, Storrs, CT. Rambo-Hernandez, K. E., Makel, M., Peters, S. J., Dixson, D. D., Long, D. A., Rinn, A. N., Foley-Nicpon, M., Lee, H., Pereira, N., Lee, L, (2023, November). Research-to-practice lightening talks: The latest research that practitioners need to know. [Conference session]. National Association for Gifted Children Conference, Orlando, FL, United States.

Rasheed Ali, S. R., Mahatmya, D., & Foley-Nicpon, M. (2024, May). Talent and career development among students underrepresented in gifted education. Wallace Research Symposium, Storrs, CT, United States.

Smith, C. L., Schabilion, K. (October, 2023). Twice exceptional: All-day, every day. Paper presentation at 2023 Iowa Talented and Gifted (ITAG) annual conference, Des Moines, Iowa.

POSTER PRESENTATIONS Fields, D., Thornburg-Suresh, M., & Foley-Nicpon, M. (2023, August).

Mental health stigma and service use among Black American youth.

Poster presented at the meeting of the American Psychological Association, Washington, DC. Pauley, J. & Foley-Nicpon, M. (2023, October 18-21). The benefits and barriers to sports participation for youth with autism spectrum disorder [Poster presentation]. AASP 2023 Annual Conference, Orlando, FL, United States.

Rasheed Ali, S. R., Mahatmya, D., Foley-Nicpon, M., Assouline, S., & Field, E. (2023, August). A career exploration intervention among diverse high ability adolescents. Poster presented at the meeting of the American Psychological Association, Washington, DC.

OUTREACH PRESENTATIONS Schabilion, K. (2024, April 25). Outreach presentation to Iowa City Community School District Extended Learning Program Team: Working with Twice-Exceptional Students. Iowa City, Iowa.

Lange, R. Classroom Outreach in Hills School fifth grade classroom modeling an enrichment program. Iowa City Community School District. Iowa City, Iowa.

WEBINARS Hesbol, K., Robinson, A., Foley-Nicpon, M., Pereira, N., Lawson Davis, J., & Hafenstein, N. (2024, May). Spread the word: Javits’ project directors present applications and advocacy across other disciplines.

Webinar presented for the National Association for Gifted Children University Special Interest Group.

Lupkowski-Shoplik, A. (January 2024). Acceleration: What do parents need to know? Webinar presented to the Pennsylvania Association for Gifted Education. Virtual.

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BELIN-BLANK CENTER 2023–2024 ANNUAL REPORT

WORKSHOPS Foley-Nicpon, M. (2023, June). Twice-exceptionality: Identification and intervention strategies. Ancillary session at the Detroit Public Schools Summer Institute. Detroit, MI. Foley-Nicpon, M. (2023, May). Twice-exceptionality in the classroom: Identification and intervention. Workshop presented at the Ankeny Summer Academy, Ankeny, IA. Lupkowski-Shoplik, A. (2024, April). Academic acceleration: Research, grade-skipping, subject acceleration, and more. Full-day workshop for educators and administrators. Summit Educational Service Center, Cuyahoga Falls, OH Lupkowski-Shoplik, A. (2024, July). Academic acceleration: Tools, policies, and research. Full-day workshop presented to teachers and gifted coordinators. PaTTAN (Pennsylvania Training and Technical Assistance Network; for educators throughout the state), Harrisburg, PA. Schabilion, K. (2024, April). Understanding twice-exceptional students: Essential tips for teachers. Workshop for the Baker Teacher Leader Center, University of Iowa. Iowa City, IA. Schabilion, K. (2024, July). Assessment and diagnosis of ADHD in youth.

APA-accredited 2 CE workshop for College of Education, University of Iowa. Iowa City, IA. Schabilion, K. (2024, July). Identification of high ability students.

Workshop for Belin-Blank Fellowship, University of Iowa. Iowa City, IA. Smith, C. L. (July,2024). Executive functioning: What it is and how to address challenges. Workshop for the Belin-Blank Center Fellowship program. University of Iowa, Iowa City, IA. Smith, C. L. (June, 2024). The assessment and diagnosis of intellectual disability. APA-accredited 2 CE workshop for College of Education, University of Iowa. Iowa City, IA. Smith, C. L. (November, 2023). Executive functioning in relation to high ability students. Workshop for Baker Teacher Leader Center.

University of Iowa. Iowa City, IA.

GRANTS Rasheed Ali, S. R [PI], & Foley-Nicpon, M. [Co-PI]. (2023 – 2025).

Expanding child/adolescent mental health training and supervision for community providers and trainees. Behavioral Health Workforce Education and Training – Children, Adolescents, and Young Adults (BHWET-CAY) Program / Health Resources and Services (HRSA). ($302,647).

Foley-Nicpon, M. [Contact PI], Rasheed Ali, S. R. [PI], Mahatmya, D. [PI], & Assouline, S. G. [PI]. (2023 – 2027). Innovations in discovering and developing talented twice-exceptional students (DD2E). U.S. Department of Education Jacob K. Javits Gifted and Talented Education Act ($2,269,132).

Rasheed Ali, S. R. [PI], Foley-Nicpon, M. [Co-PI], Martinez, D. [Co-PD], Bermingham, C. [Co-PD]. (2021 – 2024). Building a mental health workforce to serve rural Iowa youth. Behavioral Health Workforce Education (BHWET) Program / Health Resources and Services (HRSA) Program ($1,991,433).

DEDICATION TO OUR FOUNDERS

UI INDIGENOUS LAND ACKNOWLEDGEMENT

David and Connie Belin and their close family friends, Myron and Jackie Blank, inspired each other with an enduring spirit of service and philanthropy. That spirit, shared by other close family friends, Martin and Melva Bucksbaum, and Joanne and Milton Brown, spread throughout Iowa, the nation, and the world. The dedication to service and philanthropy from these core Des Moines families, now passed down to their children and grandchildren, acts as a beacon of inspiration for all of us at the Belin-Blank Center, which exists because of their expansive vision.

The University of Iowa is located on the homelands of the Ojibwe/Anishinaabe (Chippewa), Báxoǰe (Iowa), Kiikaapoi (Kickapoo), Omāēqnomenēwak (Menominee), Myaamiaki (Miami), Nutachi (Missouri), Umoⁿhoⁿ (Omaha), Wahzhazhe (Osage), Jiwere (Otoe), Odawaa (Ottawa), Póⁿka (Ponca), Bodéwadmi/Neshnabé (Potawatomi), Meskwaki/Nemahahaki/ Sakiwaki (Sac and Fox), Dakota/Lakota/Nakoda, Sahnish/ Nuxbaaga/Nuweta (Three Affiliated Tribes) and Ho-Chunk (Winnebago) Nations. The following tribal nations, Umoⁿhoⁿ (Omaha Tribe of Nebraska and Iowa), Póⁿka (Ponca Tribe of Nebraska), Meskwaki (Sac and Fox of the Mississippi in Iowa), and Ho-Chunk (Winnebago Tribe of Nebraska) Nations continue to thrive in the State of Iowa and we continue to acknowledge them.

As an academic institution, it is our responsibility to acknowledge the sovereignty and the traditional territories of these tribal nations, and the treaties that were used to remove these tribal nations, and the histories of dispossession that have allowed for the growth of this institution since 1847.

Consistent with the University’s commitment to Diversity, Equity and Inclusion, understanding the historical and current experiences of Native peoples will help inform the work we do; collectively as a university to engage in building relationships through academic scholarship, collaborative partnerships, community service, enrollment and retention efforts acknowledging our past, our present and future Native Nations.

MYRON & JACQUELINE N. BLANK

600 Blank Honors Center, The University of Iowa Iowa City, Iowa 52242-0454 800-336-6463 • 319-335-6148 www.belinblank.org Josh Jacobs, Project Manager DAVID & CONNIE BELIN

Benson & Hepker Design, Designer

BELIN-BLANK CENTER 2023–2024 ANNUAL REPORT

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