Tag Archives: academics

College Expectations and Aspirations: From the Mouths of Gifted Students

By Min-Ling Li

Min-Ling is a Program Coordinator at IEA and works most closely with our high school Apprenticeship Program, through which she meets and interacts with many gifted high school students. Before coming to IEA, she was a high school mathematics teacher.

ElonGoing off to college is probably one of my best and most anxious memories. At that point in time, it seemed that all of my prior education was in preparation for this milestone. As a first-generation college student, the plethora of tasks to complete for college applications was overwhelming. I recall that my mom, who completed 6th grade in China before immediately beginning to work, advised me that I had completed all the hard work and all that was left was to communicate my story to people whose actions and opinions we had no control over. My dad, who graduated with a Master’s Degree from Hong Kong Polytechnic University, simply gave me a stern look, smile and nod of encouragement when the subject of college was spoken of. Needless to note, “vini, vidi, vici” (I came, I saw, I conquered), and tada!

That was 10 years ago, and I was curious about how students in our IEA community view higher education now. I have the privilege of working with highly gifted and mature youngsters, and with their help I compiled some of their thoughts, expectations, anxieties, and aspirations about higher education. By sharing this data, I hope to provide information and comfort, tell their stories and compel higher education and the world to prepare for this creative, curious and free-natured group of young adults. I asked students ages 13 through 18 amongst our community of Caroline D. Bradley Scholars, Apprentices and Yunasa Emerging Leaders and Counselors in Training about their outlook on higher education. The data from the 40 respondents is featured below. Thank you to all those who contributed!

Expectations

When asked, “In what ways do you hope learning as a young adult will be different from high school?”, 80% of students used the words “free,” “freedom” and “autonomy”:

  • “I hope that there will be more freedom involved. I like to believe that I am a very independent and intellectually bold thinker, and I know that I apply myself better to long-term projects than busy work. So, I hope that there will be less busy work and more projects/papers to engage with.”
  • 82% of students responded similarly to this student, yearning for greater depth and relation to solving problems that affect the world: “I hope that as a young adult I will be able to learn more about the things that matter to me. In high school we often talk about topics that do not interest me, or we talk about topics too shallowly. I hope to be able to learn with greater understanding and purpose.”
  • Students also expressed a need to learn based on their pace: “I hope to have more freedom to choose what I learn and to be able to make my own choices regarding the course material and pace as opposed to having to follow strict guidelines.”

See more of the results from Min-Ling’s survey!

“Parent Etiquette” During the High School and College Application Process

By Bonnie Raskin

Bonnie is the Caroline D. Bradley Scholarship Program Coordinator at IEA. She has extensive experience working with gifted students and supporting them through the high school and college application process.

Applying to high schools and colleges

In an attempt to be supportive and helpful, many parents are too involved in their child’s application process, doing much of the work themselves.

As the program coordinator for the Caroline D. Bradley Scholarship, I have been fortunate to get to know, work with and be guided by the experiences and expertise of independent school, college and university admissions deans and directors throughout the United States. This blog is a composite of what I have learned from dialoguing with them.

Last April, a few weeks after sending the acceptance and rejection letters to college applicants, a dean of admissions at one of America’s most selective universities told me the following story:

“Two days after we announced our incoming freshman class, I received a reply from an applicant’s father. It was curt and written on his corporate letterhead: ‘You rejected my son, he’s devastated. See you in court.’ The very next day, I received another letter, but this time from the man’s son. It read: ‘Thank you for not admitting me. This is the best day of my life.’”

All threats aside, receiving a letter like this never warms the hearts of anyone in admissions. It is the consensus of admissions professionals from preschool through college that more and more, today’s parents are getting too involved in their child’s school admissions process – and not merely at the college level. High school and middle school admissions staff have expressed horror stories about parental actions and involvement so completely out of hand that it seems impossible and implausible for otherwise rational people to behave in such off-putting ways. And this behavior never serves the applicant in obtaining the desired positive outcome.

The increasingly bad “parent etiquette” that admissions officers are seeing right now comes from a confluence of several characteristics of our boomer generation: our sense of entitlement, our suspicion of authority and our bad habit of sometimes living too vicariously through our children. It all adds up to some pretty ugly parental behavior often played out in front of our children. A college admissions dean told me, “Today, parents call the admissions office more than the student applicants, often faxing us daily updates on their children’s lives or asking us to return an application already in process so the parent can double-check his/her child’s spelling.” A high school admissions counselor noted a parent who asked whether they should use their official letterhead when writing a letter of recommendation for their own child. It’s not unusual to know parents who openly write their kids’ essays and even attempt to attend their interviews. They make excuses for less than stellar grades or tout athletic promise as “Olympic team potential.”

Read Bonnie’s tips for being supportive and helpful, not over-involved, during the application process.

Is Grit More Important Than Intelligence?: How to Make Sure Our Children Have Both

By Mark Erlandson

Mark Erlandson, the parent of a gifted student who presently attends a boarding school out East, is a former lawyer and public high school English teacher from Wisconsin starting a new business as a legal writing consultant.

Grit versus intelligenceGrit. I’ll admit I didn’t have it. Twice now I have put this blog down and stopped writing because I felt uninspired and bored. Weeks have gone by, and too many times to count I have ignored that voice telling me the deadline was approaching and I needed to get finished. So how essential is grit to success, and more importantly, how do we teach our children to get it?

“Grit,” otherwise known as persistence or determination, is currently a passion (some would call it a fad) in certain educational circles today. Angela Duckworth, a University of Pennsylvania psychologist, is a leading advocate of the importance of tenacity in life. Watch her TED Talk here for a fascinating explanation of the results of her research in the area. Basically, she concludes, based, among other things, on her research of West Point graduates and National Spelling Bee contestants, that what correlates with success most is grit, not intelligence. Similarly, in the area of gifted students, the most famous study, conducted by University of Connecticut psychologist Joseph Renzuli, director of the National Research Center on the Gifted and Talented, concluded that “task commitment,” together with ability and creativity, was, indeed, one of the three essential components of giftedness.

Read more about grit and intelligence!

Teaching the Gifted

By Louise Hindle

Louise is IEA’s Academy Coordinator. A British import, Louise graduated from the University of Manchester with a B.A. Honors Degree in English Literature and Language, completed her post-graduate teacher training at The University of Cambridge, and recently completed her dissertation in Educational Leadership and Innovation with the University of Warwick. Louise has 20 years of experience in education as a high school literature teacher, lead teacher, administrator, adviser, and consultant. She is also the parent of three fun and active school-aged children.

teaching-gifted-students

Louise teaches a group of gifted students at an IEA Academy Genius Day

Somewhere in the middle of England, somewhere in the mid-nineties, my former self – three years into my teaching profession as an English Literature teacher, new in my role as second-in-faculty – landed the golden opportunity to teach the brightest 10th graders in the school, the ‘top-set’. This 10th grade top set, as we called it, comprised of thirty-two specially selected boys and girls all destined, according to their assessment data, to achieve the highest grades possible in English Literature state examinations. My former self assumed this would be the ‘dream ticket’, that I would be confronted with eager minds, self-motivated, confident young people with similar abilities. After all, if they’d been identified as the ‘top set’, teaching would be straightforward, without barriers, without learning challenges. These kids were high potential, they were gifted, therefore teaching them would be easy – right? How wrong I was, and how quickly I learned to address these misconceptions.

Read the lessons Louise learned about teaching gifted children!

Advocacy and the Gifted Teenager

By Min-Ling Li

Min-Ling is IEA’s Apprenticeship Program Coordinator. She joined IEA after teaching high school mathematics in Los Angeles. Her dedication to supporting high-potential students is rooted in her own experiences as a student who struggled to find outlets that nurtured her intellectual and social dispositions.

Meeting the academic needs of gifted teenagers requires a

Meeting the academic needs of gifted teenagers requires discussion, planning, and cooperation.

Amelia is a 10th grader who attends a small private school in Northern California. She enjoys singing and dancing, as well as reading about the universe and diving into the intricacies of supernovae. Amelia is self-motivated but often finds that her school and the courses offered do not satisfy her curiosity in the arts, math, and sciences. The content to learn within her school is often shallow, and completing assignments of knowledge-gathering is baffling to her, as she can find the answer with taps on a keyboard and Wikipedia. She despises memorization. Amelia is respectful. With that said, she follows her enthusiastic and inspiring teachers as they “cover material” which she masters quickly. Amelia is an example of a gifted child within “American schools [that] pledge to educate everyone and expose students to a wide variety of topics” (Davidson, 2004). Amelia’s needs are oftentimes overlooked.

Providing safe and nurturing learning environments for gifted students is often difficult when the student seeks services within educational spaces that are not aware of the needs of gifted youngsters. As the coordinator for a gifted program and a teacher of general education students, I have gained knowledge and experience from my interactions with teenagers. Being an advocate is pivotal in my responsibility to offer the best learning environment for gifted students.

Read about advocating for gifted teens!

Announcing the 2014 Caroline D. Bradley Scholars!

We are excited to announce the 2014 Caroline D. Bradley Scholars! Please join us in congratulating this new group of bright, talented young people who demonstrate academic and personal excellence.

Rebekah Agwunobi, Washington
Cole Arnett, Texas
Tuvya Bergson-Michelson, California
Paige Busse, New Jersey
Audrey Chin, California
Galileo Daras, California
Miranda Derossi, Nevada
Eden Fesseha, Pennsylvania
Elias Garcia, New Mexico
Aeden Gasser-Brennan, California
Calder Hansen, California
Matthew Hurley, Illinois
Michelle Jeon, California
Anjalie Kini, Colorado
Ethan Knight, California
Kathy Lee, California
James Liu, Oregon
Holly McCann, North Carolina
Nicholas Miklaucic, North Carolina
Catherine Phillips, North Carolina
Emily Powell, California
Ruhi Sayana, California
Jeffrey Shen, California
Henry Spritz, Maine
Yajur Sriraman, New Jersey
Seth Talyansky, Oregon
Sophia Vahanvaty, California
Andy Xu, South Carolina
Ivy Zhang, New Jersey
Jacob Zimmerman, Massachusetts

The Caroline D. Bradley Scholarship awards highly gifted students with a four-year scholarship to a high school that fits their individual intellectual and personal needs. Students apply in 7th grade. If you are interested in receiving information about the 2015 Scholarship as it becomes available, please join our email list.

Becoming Anything You Want to Be: Career Exploration for Gifted Students

By Mark Erlandson

Mark Erlandson, the parent of a gifted student who presently attends a boarding school out East, is a former lawyer and public high school English teacher from Wisconsin starting a new business as a legal writing consultant.

Career exploration for gifted students

An IEA Apprentice does lab work during her experience learning about a career in cancer research.

“You can be anything you want to be” is a cliche we all will probably tell, or have already told, our children at some time in their lives. For the gifted child, this statement may be closer to the truth. But having too many skills and abilities and multiple interests can be overwhelming, and what exactly does “anything” mean? How do we help the gifted student to understand what the “anything” is and to find the right career match?

To begin, two caveats: technological innovation and economic globalization have brought about swift change to the practice and outlook of many occupations and will continue to do so. Therefore, the goal of much early career planning should be to explore and understand the nature and variety of work available, not to choose a specific career. At most, paint in broad strokes and identify career areas that a child may want to enter.

Second, children’s interests often change as they mature. What once lit that flame of enthusiasm in 8th grade may have diminished by junior year of high school. That is natural. Expect your child’s passions to ebb and flow as he or she ages, becoming exposed to and participating in life’s experiences and learning more about themselves.

Read Mark’s advice for helping gifted students explore career options!