Around the World and Still Home

Around the World

A ND S TILL H O M E

THE CONNIE BELIN & JACQUELINE N. BLANK INTERNATIONAL CENTER FOR GIFTED EDUCATION AND TALENT DEVELOPMENT 2020–2021 ANNUAL REPORT

DEDICATION

Director’s Message

OUR FOUNDING FAMILIES

“Knowledge is important because it leads to wisdom; Wisdom is important because it leads to deed; Deed is important because it leads to volunteerism and philanthropy, which make this nation great.”

David Belin 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 of these core Des Moines families, now passed down to their children and grandchildren, acts as a beacon of inspiration for the staff of the Center.

The Belin-Blank Center exists because of their expansive vision.

MYRON & JACQUELINE N. BLANK

DAVID & CONNIE BELIN

UI INDIGENOUS LAND ACKNOWLEDGEMENT

AROUND THE WORLD AND STILL HOME

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.

For many of us, the 2020-2021 academic year started, literally, at home. The uncertainty associated with the fall months of 2020 resulted in a psychologically heavy lift. Yet we put these challenges — with the pandemic, economics, extreme weather, and social injustice - into perspective and focused on the Center’s mission: empowering and serving the gifted community through leadership in programs, research, and advocacy.

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.

While at home, we traveled the world and now have much to celebrate. Highlights include: SUSAN G. ASSOULINE, PH.D. MYRON & JACQUELINE BLANK ENDOWED CHAIR IN GIFTED EDUCATION, DIRECTOR

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The first virtual Advisory Board meeting, an inspirational event for the entire staff. We always enjoy preparing to interact with this supportive group of advocates and value their perspective.

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Our dedicated Assessment and Counseling Clinic staff were the first among the Belin-Blank Center staff to resume in-person services for clients. They created a hybrid approach and put forth herculean efforts to ensure the safety of their clients, parents, colleagues, and themselves.

• The student programming team developed new ways to serve hundreds of students online safely and effectively. Vaccines were not available in time to resume significant in-person programming during summer 2021; however, the team provided inspiring online programming for students from across the United States and Canada. The team also offered two sections of in-person programming for younger students during the last week of July.

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We provided year-round professional development courses and workshops, including an online Advanced Placement Summer Institute. Although educators enrolled in these courses often faced additional personal and professional challenges during this past year, our committed faculty adapted to support them.

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The collaborative efforts from members of the Acceleration Institute, technology, and communications teams skillfully launched the Integrated Acceleration System. This online, interactive tool facilitates an objective, research-based and data-driven process that produces an individualized report concerning readiness for advanced curriculum.

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In collaboration with colleagues from the Iowa Neuroscience Institute, we virtually hosted the inaugural Summit on the Neuroscience of Twice-Exceptionality. Participants hailed from 31 states and 12 countries.

Last academic year started in the home offices of students, educators, and researchers from around the world. The University of Iowa campus is now open, and that safe feeling of “coming home” greets everyone who walks into the Blank Honors Center. I extend gratitude to the scientists and health care professionals who made our return possible.

Since 1988, the Center has functioned as a conduit for faculty and staff members’ creative ideas, missiondriven efforts, and steadfast service. For the past nine years, I have been proud to lead this remarkable team of colleagues in their unwavering commitment to students, families, and educators. After dedicating 31 years to the University of Iowa, the College of Education, and the incomparable Belin-Blank Center, I will retire as director at the conclusion of the 2021-2022 academic year.

I close this message with my deepest appreciation to the advisory board members who provide unwavering support and friendship; to the leadership from the University of Iowa College of Education and Central Administration who kept the campus open during an extraordinarily challenging year; and to dedicated colleagues who inspire me daily in their efforts to nurture the development of exceptional talent in the next generation.

BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

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GLOBAL IMPACT

39 U.S. STATES

Iowa is the place that grounds us. It is where our ideas start, and where many of our most important relationships formed.

At the same time, the Center has been a global leader in gifted and talented education from the very beginning. Whether online or in-person, the Center’s work has stayed true to our critical mission.

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BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

Alabama Alaska Arizona California Colorado Connecticut Florida Georgia Hawaii Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oregon Pennsylvania Tennessee Texas Virginia Washington Wisconsin Wyoming

18 COUNTRIES Australia Canada Chile China Czechia Germany India Italy Kuwait Mozambique Netherlands New Zealand Singapore Spain Taiwan Turkey United Arab Emirates United Kingdom BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

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IOWA ONLINE ADVANCED PLACEMENT® ACADEMY

PROFESSIONAL DEVELOPMENT

LAURIE CROFT

“Thank you for the [Belin-Blank] fellowship opportunity!

I’m so glad I went and am amazed at how much is still swirling around in my brain after all our interesting content and conversation.“ Belin-Blank Fellow

KRISTIN FLANARY

Our professional development programs’ focus this year has been to support educators in as many ways as possible, through a wider range of classes (including 3-semester-hour classes, as well as 1and 2-semester-hour workshops). The Belin-Blank Center crafted the first program to support the State of Iowa Endorsement in Gifted Education. That program has expanded considerably and is now poised to launch an online Master’s program.

The professional learning opportunities through the Belin-Blank Center leverage our unique expertise in academic acceleration and twice-exceptionality.

RANDY LANGE

The Advanced Placement Summer Institute (APSI), a staple of summer professional learning, was a prime example of a successful pivot. Since 1991, APSI has been available on-site on the University of Iowa campus. Due to the pandemic, APSI was fully online in summer 2021. Its success was reflected in the positive evaluations of 78 participants from 22 states.

For 20 years, the Iowa Online Advanced Placement® Academy has made Advanced Placement® coursework accessible to students who would not otherwise have the opportunity. Regardless of the many challenges created by the pandemic, students were able to successfully complete IOAPA courses with an impressive overall average grade of 85.7%.

ANN LUPKOWSKISHOPLIK

Small, rural schools (preschool-12th grade enrollments of 600 students or fewer) accessed IOAPA courses more than any other school size, indicating that IOAPA remains true to its mission of offering opportunities to students from those schools.

BY THE NUMBERS

8

countries

30

US states

360 494

KRISTIN FLANARY

participants EMILY LADENDORF

credit hours earned

ENROLLMENT BY COUNTY n n n n n

NO STUDENTS 1–26 STUDENTS 27–54 STUDENTS 55–81 STUDENTS 82–91 STUDENTS

ANN LUPKOWSKISHOPLIK

“Wonderful! I have never had a presenter so generously offer his materials. Thank you so much!”

“I felt really unprepared to teach this course at the start of the week and really totally prepared to teach it by the end of the week!”

“This workshop was everything I needed and more!”

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BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

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STUDENT PROGRAMMING While challenges remain to traditional methods of delivering rigorous and engaging student programming, the Belin-Blank Center continues to evolve and lead in both process and product.

STUDENT SPOTLIGHT

BY THE NUMBERS

The student programming team revealed the power of collaborative imagination and creativity through the development and implementation of unique experiences by adapting traditional programming to work in a variety of formats.

ASHLEE DONITHAN

LORI IHRIG

Three signature residential student programs, the Perry Research Scholars Institute (PRSI), the Secondary Student Training Program (SSTP), and the Summer Writing and Art Residencies were redesigned so that we could host these programs through a virtual platform. As a part of these programs, nearly 100 students from 24 states participated, earning 157 credit hours from the University of Iowa. The full on-campus experience was unavailable, but that was more than made up for through the excellent programming, which allowed for the creation of communities in powerful new ways.

Enrichment Expeditions, a new offering, shipped students educational packages that connected to live virtual classes. This allowed students to create, build, and assemble at their own pace, then bring their creations together to share with other students and instructors online.

JAN WARREN

In late July, while following CDC and University best practices, we offered our first in-person programming since the beginning of the pandemic, as a part of the Junior Scholars Academy.

“I loved the community forged at the Summer Writing residency. Some of my friends even mentioned that this is the most supportive group they’ve encountered in a long while.

I appreciated that we had both large and smaller classes. The Belin-Blank Center has a really incredible program!”

Student 6

BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

Shreya Khullar (above) Inaugural Iowa Student Poet Ambassador; Scholastic National Gold Key Winner and American Voices Nominee; Junior Sciences & Humanities Symposium Participant The tax of carrying my culture on my skin like a tattoo tightens my lips when I speak in foreign tongues.

In this life, the cost of sweet creams and curries Comes at around half a second grade soul, half a heart of a mother whose child no longer enjoys the food of her ancestors and half a plate of julienned marigolds For my country’s idolatry.

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US States and Canada

12

National award winners from Iowa

59

National award winners from outside Iowa

157

HANDMADE TYPE COLLABORATION This alphabet was made in collaboration during the 2021 Summer Art Residency, which took place virtually. Each participant contributed three characters they created by hand. Artists: Estella Bland, Alex Druley, Liv Epperson, Phaddra Isbell, D’Niya Little-Segars, Meadow Meza, Devyn Powers, Kiara Taylor, Cracie Verano

University credits earned

2,032

Student participants

7,147

Scholastic Art & Writing submissions

WINNING ARTWORK FROM THE SCHOLASTIC ART & WRITING AWARDS

Excerpt from The Hindi Word for Prayer, Shreya Khullar Kayla Livesay JSHS National 3rd Place Winner, Environmental Science Meena Ramadugu JSHS National 3rd Place Winner, Life Sciences

Miella Struble

Ilhana Kisija

Ava Bruhn

Mya Corral

BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

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BUCKSBAUM EARLY ENTRANCE ACADEMY

JAN WARREN

RANDY LANGE

The sixth cohort of The Melva and Martin Bucksbaum STEAM Academy entered the university this fall. After a year of online learning, the students, faculty, and staff are taking full advantage of the students’ return to campus. Being accepted into the Bucksbaum Academy offers students a community of like-minded peers. Many of the activities outside of the classroom, such as a welcome dinner for first-year students and families, a welcome back dinner for upper class students, and a fall wellness retreat, foster a strong bond between students and support the transition from high school to university.

ASSESSMENT & COUNSELING CLINIC

In a recent survey of Belin-Blank Center early entrance participants from 1999–2016 regarding the impact of the early entrance program on aspects of their life:

100%

reported a positive influence on their intellectual development

85%

indicated a positive influence on their social development

ALISSA DOOBAY

AMANDA BERNS

85%

experienced a positive impact on their leadership development

Congratulations to Dr. Alissa Doobay, Supervisor of Psychological Services, who received two prestigious awards: the University of Iowa’s Outstanding Staff Award and Variations 2e Magazine’s “People to Watch in TwiceExceptionality” award!

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BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

The Assessment and Counseling Clinic had an excellent year with the Clinic’s three licensed psychologists continuing to provide services in a hybrid model. The skills students build in therapy lead to increased engagement in the community, improved success in their academics, and enhanced social relationships and emotion regulation.

Each of our three psychologists has different areas of expertise and interest, resulting in a well-rounded team. In the coming year, services for the twice-exceptional population will expand to the college level, as student program and clinic teams combine efforts. The teams will develop programming that offers support to college students to gain necessary skills for success in school, employment, and life. A primary aim is to connect twice-exceptional college students and their families to other resources at the University of Iowa and in the community.

415

KATIE SCHABILION

therapy sessions

124

assessments

Our kids’ schools are fanatics of your reports — both schools, different reports. One administrator said, “This is the most well-written report I have ever read,” (and she has read a lot). Another said she’s a fan-girl of your department. It was nice to hear extra validation that our travel was worthwhile, even though we already knew. Thank you!

BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

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THE SUMMIT ON THE NEUROSCIENCE OF TWICE-EXCEPTIONALITY

BY THE NUMBERS

12 Countries 31 US states 20 Presenters 250 Attendees

Reimagination and collaboration defined 20202021 when the pandemic’s limitations became opportunities that led to delightful successes.

The inaugural Summit on the Neuroscience of Twice-Exceptionality (2e Summit), originally planned as an on-campus, in-person summit, serves as a prime example of the positive impact when imaginations are unbridled, and colleagues demonstrate flexibility and trust.

MEGAN FOLEY-NICPON

A feature of the virtual format was showcasing the Belin-Blank Center’s partnership with the Iowa Neuroscience Institute. Researchers and participants were actively engaged through the chat and a synchronous online session.

The 2e Summit had the rare effect of bringing researchers’ latest insights directly to the parents and students who live the research questions.

The gratitude, excitement, and energy from participants was palpable.

ALISSA DOOBAY

TWICE-EXCEPTIONAL RESEARCH When the Belin-Blank Center entered into the world of twice-exceptional research, the knowledge base about students with high cognitive ability and diagnosed disorders such as autism was fairly limited. We started with an initial case study of two profoundly gifted girls, one with autism and one without, and over the years built a database of more than 1,000 clients. Our research efforts contributed extensively to the current understanding of twice-exceptionality.

Through our recently established collaboration with the Iowa Neuroscience Institute (INI), our research capacity increased exponentially. Importantly, we learned to ask different questions. Whereas our early research used a diagnostic focus to better understand twice-exceptionality, we are currently exploring what the data reveal when the lens is unfiltered by the diagnosis.

In Figure A, we see that the cognitive ability scores of more than 1,000 individuals from the Assessment and Counseling Clinic database yield five distinct cognitive profiles. The cognitive profiles also are related to a diagnosis of autism spectrum disorder. In particular, twice-exceptional individuals with an autism diagnosis are very likely to have exceptionally high verbal ability and extremely low ability to quickly process information. This finding is one of the many paradoxes experienced by individuals who are twice-exceptional. The questions prompted by an agnostic-diagnostic approach lend themselves to more advanced opportunities for research areas in which our INI colleagues specialize, including neuroimaging.

KATIE SCHABILION

“I am writing to thank you for the [Summit on Twice-Exceptionality]. It was the best experience that I have had at a conference in 20 years…”

Tracy L. Cross, Ph.D. Executive Director, Center for Gifted Education, William & Mary Professor, Endowed Chair

BRANDON LEBEAU

FIGURE A: CREDIT JACOB MICHAELSON, PH.D. ROY J CARVER ASSOCIATE PROFESSOR OF PSYCHIATRY AND NEUROSCIENCE & DIVISION DIRECTOR, COMPUTATIONAL AND MOLECULAR PSYCHIATRY

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BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

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INTEGRATED ACCELERATION SYSTEM

SUSAN G. ASSOULINE

ANN LUPKOWSKISHOPLIK

RANDY LANGE

BRIAN DOUGLAS

Considering acceleration, whether moving ahead in math or advancing a student a full grade, can be a fraught and confusing process for parents and educators. The team at the Belin-Blank Center’s Acceleration Institute saw an opportunity to combine their research experience with their outreach work to create a new product to help. After several years of collaboration between the technology team and acceleration experts, the team launched the Integrated Acceleration System, a tool that helps educators and families navigate the process of considering academic acceleration for their student.

The Belin-Blank Center team combined research, years of clinical experience, and technical expertise to provide an innovative tool focused on making an objective, datadriven decision.

The potential for impact on individual students is immense because students will have access to advanced curriculum that more closely matches their learning needs. Administrators and families will have the satisfaction of knowing the decision was carefully considered and included the necessary information.

In addition to serving as an important resource for families and educators, the Integrated Acceleration System tool is a core component of the acceleration research project being conducted in partnership between the Belin-Blank Center and the University of Connecticut’s National Center for Research on Gifted Education.

JOSH JACOBS

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BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

TECHNOLOGY & COMMUNICATION

BRIAN DOUGLAS

JOSH JACOBS

EMILY LADENDORF

KRISTIN FLANARY

Now more than ever, technology plays a crucial role in connecting us particularly in the face of pandemic restrictions. Projects like the Integrated Acceleration System demonstrate technology’s ability to help us understand the educational needs of gifted children. Events such as the Summit on the Neuroscience of Twice-Exceptionality, the Scholastic Art & Writing Awards, and the Junior Sciences & Humanities Symposium showcase how technology can bring us together.

Our communications and technology teams collaborate to introduce modern marketing technology into the Center.

This year, we incorporated several new practices into our marketing efforts, including A/B testing, targeted email campaigns, and data analytics (e.g., conjoint analysis) to learn more about our consumers’ preferences. We used our social media and website analytics to inform our advertising efforts, and we fine tuned our promotional materials to be consistently aligned with our brand.

18,044 views 14,763 subscribers 3,465 followers 3,334 followers 1,231 subscribers 405 followers 299 videos

This approach allows us to optimize our programming and messaging to better meet the needs of gifted students.

Combined with our new online programming and services, the BelinBlank Center’s reach can extend farther than ever, while still serving those close to home.

NOAH DOERSHUK

BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

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PUBLICATIONS AND PRESENTATIONS The Center’s comprehensive research agenda seeks to inform and improve current practice, ultimately improving outcomes for students.

One prominent area of research is high-ability and twice-exceptional students.

The Center’s well-established expertise in academic acceleration is regularly featured at national and state conferences. The Center has an active role in the Javits grant-funded acceleration research project with the University of Connecticut’s National Center for Research on Gifted Education.

Each year Belin-Blank Center staff and faculty conduct presentations for various local, university, and regional groups as outreach and service.

PRESENTATIONS (ALL VIRTUAL)

EDITED BOOK CHAPTERS: •

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Assouline, S. G. & Foley-Nicpon. Finding potential for talent development: Assessment of giftedness. In J. VanTasselBaska (Eds.). Talent development in gifted education: Theory, research, and practice.

Assouline, S.G., Foley-Nicpon, M., Doobay, A, & Colangelo, N. (2021) Counseling Gifted Students: Psychological Perspectives. In T. L. Cross & J. R. Cross (Eds.), Handbook for Counselors Serving Students with Gifts and Talents (2nd ed.).

Assouline, S. G., Lupkowski-Shoplik, A. E., Colangelo, N. (2020). Academic acceleration. In. J. Plucker & C. Callahan (Eds.). Critical issues and practices in gifted education (3rd Ed.).

Foley-Nicpon, M., Cederberg, C. D., & Wienkes, C. (2020).

Autism spectrum disorders and high ability. In J. Plucker & C. Callahan (Eds.)., Critical issues and practices in gifted education: A survey of current research on giftedness and talent development. Waco, TX: Prufrock.

Foley-Nicpon, M., & Park, S. (2020). Twice-exceptional student identification and service provision. In N. L. Hafenstein & D. L. Ritchie (Eds.)., Perspectives in gifted education: Legal issues. Denver, CO: University of Denver.

Foley-Nicpon, M., Wienkes, C., & Cederberg, C. D. (2020). Twice-exceptionality. In J. Plucker & C. Callahan (Eds.)., Critical issues and practices in gifted education: A survey of current research on giftedness and talent development. Waco, TX: Prufrock.

Lupkowski-Shoplik, A., Behrens, W. A. (2021). What do counselors need to know about academic acceleration?

In T. L. Cross & J. R. Cross (Eds.), Handbook for Counselors Serving Students with Gifts and Talents (2nd ed.).

PEER-REVIEWED ARTICLES: •

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BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

Maryland Coalition for Gifted and Talented Education, February 2020 • Croft, L.J. “Lunch-and-Learn Webinar: Acceleration.” Invited presentation.

World Council for Gifted and Talented Children Biennial Conference (July 2021) • Behrens, W.A., & Lupkowski-Shoplik, A. “Preparing for successful acceleration.”

• Croft, L.J. & Payne, A. (2020). “Gifted and Talented International: A resource for professional development.”

• Croft, L.J. & Payne, A. “Teacher-student relationships that inspire gifted student engagement.”

• Godor, B.P., Szymanski, A., Croft, L., & Hoogeveen, L. (2020).

“Identifying the essential tensions in teaching gifted students.” Panel discussion, live, virtual.

• Lupkowski-Shoplik, A.E. & Assouline, S.G. “Academic Acceleration: Practical Applications and Policy Implications.”

• Subotnik, R. F. (Chair), Olszewski-Kubilius, P., FoleyNicpon, M., Worrell, F. C., Knotek, S. E., Portenga, S., & Preckel, F. (Discussant). (2021, July). Gatekeepers in talent development: Deciders of who gets in and who stays out. Symposium presented at the World Council for Gifted and Talented Children Biennial Conference, virtual.

Texas Conference for the Advancement of Mathematics Teaching, July 2021 • Lupkowski-Shoplik, A. “Acceleration in Math: Who needs that?” Invited presentation.

European Council for High Ability (August 2021) • Assouline, S.G. “Early College Entrance: Factors that facilitate Success.” Panel Presentation with Linda Brody, Nancy Hertzog, and Catriona Ledwith.

Wisconsin Association for Gifted Children Annual Convention , October 2020 • Assouline, S.G., & Lupkowski-Shoplik, A. “How do we ‘do’ acceleration in our schools?”

Newman Selective Gifted Education Program • Foley-Nicpon, M. (2021, March). Social and emotional development among high ability and twice-exceptional students: Similarities and differences. Invited presentation to the Newman Selective Gifted Education Program in Australia, virtual.

• Foley-Nicpon, M. (2021, February). Twice-exceptionality: Practical advice to meet student needs in a primary setting. Invited presentation to the Newman Selective Gifted Education Program in Australia, virtual.

• Foley-Nicpon, M. (2021, February). Twice-exceptionality: Practical advice to meet student needs in a secondary setting. Invited presentation to the Newman Selective Gifted Education Program in Australia, virtual.

STATE:

PUBLICATIONS

Assouline, S. (2021). Inspiring Excellence and Nurturing Potential Through Partnership and Collaboration: It’s a Wonderful Life. Gifted Child Today 44 (1).

Knotek, S. E., Foley-Nicpon, M., Kozbelt, A., OlszewskiKubilius, P., Portenga, S., Subotnik, R., & Worrell, F. (2020).

Gatekeeping in high performance settings. Review of General Psychology, 1 – 14.

Lin, C. L., & Foley-Nicpon, M. (2020). Integrating creativity into career interventions for twice-exceptional students in the United States: A review of recent literature. Gifted and Talented International.

Wurster, K. G., Kivlighan, D. M. III, & Foley-Nicpon, M. (2021).

Does person-group fit matter? A further examination of hope and belongingness in academic enhancement groups. Journal of Counseling Psychology, 68(1).

INTERNATIONAL:

Iowa Talented and Gifted, Virtual Convention 2021; February-March 2021 • Croft, L. J. “Changing Minds to Change Identification Practices in Iowa’” • Croft, L. J. “Cluster Grouping: Changing Policies to Serve More Gifted Students.”

• Croft, L. J. & Warren, J. “Iowa’s Center for Gifted Education: Helping Define Minds, Policies, Practices in Iowa.”

California Association for the Gifted, April 2021 • Lupkowski-Shoplik, A. & Assouline, S.G. “Policy: The key to navigating acceleration advocacy.”

NATIONAL: National Association for Gifted Children (NAGC); November 2020 • Croft, L.J. “Meeting the needs of All Gifted Students: Avoiding Simplistic Shortcuts.” On demand poster, National Association for Gifted Children, virtual.

• Doobay, A., Goodwin, J., & Schabilion, K., “Essential tips for teachers of twice-exceptional students.” On demand session with live Q A • Foley-Nicpon, M. “Research into daily practice.” Invited presentation.

• Foley Nicpon, M., Stuart-Maver, S., Teriba, A., Pichardo, Z., Kang, S., Assouline, S., Ali, S., & Mahatmya, D. “Strengths identification for underrepresented students in gifted education.” Signature session • LeBeau, B., Assouline, S. G., & Lupkowski-Shoplik, A. E. “The Advanced Placement Program in Rural Schools: Equalizing Opportunity.”

• Lupkowski-Shoplik, A.E., & Assouline, S. G. Acceleration: Tips for Parents.

• Schabilion, K., Doobay, A., & Foley-Nicpon, M. “Resources and strategies for teachers of high ability students with anxiety.” On demand session with live Q&A

RESEARCH SUMMITS European/North American Talent Development Summit (April 2021) • Assouline, S.G., Foley-Nicpon, M., Ali, S. R., Mahatmya, D., Teriba, A., McGinnis, D., Field, E., & Shearer, E. “Intersection of Career and Talent Development Models (Javits-TICE) with Twice-Exceptional Students.”

Inaugural Summit on the Neuroscience of Twice-Exceptionality (May 2021): Invited Presentations • Doobay, A., Mahatmya, D., & Foley-Nicpon, M. (2021, May). From data to diagnosis: Complexity of understanding we students with ASD. Invited research panel at the Summit on the Neuroscience of Twice-Exceptionality, virtual.

• LeBeau, B., Assouline, S. G. & Schabilion, K. “Integration of the medical model and talent development model in understanding twice-exceptionality.

BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

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BELIN-BLANK CENTER STAFF DIRECTORS

ADMINISTRATORS

Susan Assouline, Ph.D. Myron and Jacqueline Blank Endowed Chair in Gifted Education

Amanda Berns, Ph.D. Licensed Psychologist

Laurie Croft, Ph.D. Associate Director, Clinical Professor for Professional Development Brian Douglas, M.B.A. Assistant Director, Finance, Operations & Technology Megan Foley-Nicpon, Ph.D. Associate Director for Research and Clinic Jan Warren, M.A. Assistant Director, Student Services

Ashlee Donithan, M.A.T. Administrator for Curriculum and Instruction Alissa Doobay, Ph.D. Supervisor of Psychological Services

ADVISORY BOARD ADMINISTRATIVE ASSOCIATES

GRADUATE ASSISTANTS

Nesibe Karakis, Ph.D. Post-Doctoral Fellow

Pam Bozec, M.S. Cole Denisen, M.S.

Noah Doershuk, B.S. Computer Science Intern

Eric Field, M.Ed.

CLERICAL STAFF

Kristin Flanary, M.A. Administrator for Communications

Rachelle Blackwell

Lori Ihrig, Ph.D. Supervisor of Curriculum and Instruction

Bridget Pauley

Joshua Jacobs, A.A.S. Administrator for Technology and Project Management Emily Ladendorf, B.A. Administrator for Technology and Public Relations Randy Lange, Ph.D. Coordinator for PD & Curriculum Brandon LeBeau, Ph.D. Associate Professor Educational Measurement and Statistics Ann Lupkowski-Shoplik, Ph.D. Administrator for Acceleration Institute Katie Schabilion, Ph.D. Licensed Psychologist

Lori Hudson Nancy Whetstine

DIRECTOR EMERITUS Nicholas Colangelo, Ph.D. Dean Emeritus

Danae Fields, B.S. Gennifer Humphreys, B.A. Emmy Kuhlmann, M.A. Emily Shearer, M.A. Akorede Teriba, B.S. DorisAnn McGinnis, B.S. Jose Miranda Barrera, M.A.

UI CENTER FOR ADVANCEMENT Nicole Evans Director of Development Cally Murray, M.P.A. Executive Director of Development Dawn Pauba Advancement Program Coordinator

UNDERGRADUATE STAFF

Caylee Fuqua

CHAIR

Claire Graham

Thomas Belin

Keiran Reynolds Angela Nyunt

BOARD MEMBERS Pat Ballou Laurie Belin Mary Bucksbaum Scanlan Julius C. Carter Nicholas Colangelo Bob Downer Tracy Drew Dick Ferguson Ann Hoffman James E. Hoffman Alyssa Levitz Randi Levitz Heidi Molbak

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BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

Jeffrey Perry William Perry Barbara Ross Belin Theodore (Bob) Scarborough Sarvjeev Sidhu Shabana Sidhu Ann Smith Linda Snetselaar Don Swartz Gregs Thomopulos Paul Thompson Bret Ulery Alex Vacca Gregory Walker

EX-0FFICIO MEMBERS Susan Assouline Daniel Clay Kevin Kregel Lynette Marshall Tanya Uden-Holman Shaun Vecera Barbara Wilson

FOUNDERS (IN MEMORIAM) David Belin Connie Belin Myron Blank Jacqueline Blank

BELIN-BLANK CENTER 2020–2021 ANNUAL REPORT

17

LOOKING TO THE FUTURE •

Return to on-site programming coupled with an increase in online programming

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Establish specialized services for University of Iowa Honors students who are twice-exceptional

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International distribution of the Integrated Acceleration System

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Create a certificate in gifted education that will serve as the foundation for individuals interested in earning a Master’s degree

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Expand collaboration among researchers of twice-exceptionality

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Enhance research among educators and psychologists focused on academic acceleration

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Introduce group-based interventions in the Assessment and Counseling Clinic

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Partner with a national digital marketing agency to learn more about our audience and to introduce our brand to new markets.

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 Benson & Hepker Design, Designer