Camilla P. Benbow is Patricia and Rodes Hart Dean of Education and Human Development at Vanderbilt University’s Peabody College of education and human development. She has led Peabody since 1998. A prominent scholar of talent identification and talent development, she also co-directs the Study of Mathematically Precocious Youth, a longitudinal study examining the developmental trajectories of more than 5,000 individuals now in its 47th year. She is particularly interested in developing intellectual talent and excellence in science, technology, engineering, and mathematics. Benbow began her academic career at Johns Hopkins University following completion of her doctorate in education in 1981. She later moved to Iowa State University and then Vanderbilt. She has served on the National Science Board, as vice-chair of the National Mathematics Advisory Panel, and on the board of the American Psychological Foundation. She is a past trustee of Fisk University, and a fellow of the American Psychological Association and the American Educational Research Association. In 2018, Benbow received the Lifetime Achievement Award of the International Society for Intelligence Research. She has also received the David Imig Award from the American Association of Colleges for Teacher Education (2010), the President's Award from the National Association for Gifted Children (2009), the Distinguished Alumna Award from Johns Hopkins University (2008), and the Lifetime Achievement Award of the MENSA Education and Research Foundation (2004).
Dr. Sheyla Blumen Cohen is a Professor of Psychology and Editor-in-Chief of Revista de Psicologia (PUCP), the only Peruvian scholarly journal in Psychology indexed in Scopus. She is a board member of the International Association of Applied Psychology, as well as of the School of Graduate Studies and the School of Psychology, at the PUCP. As founder of the Inter-Disciplinary Research Group CREA TALENTUM, she collaborates with international colleagues in the adaptation of psychometric measures related to creativity and high ability studies. As CEO of Mente Futura Foundation, she promotes talent development towards excellence in ethnic-linguistic diverse and multicultural young scholars. She was instrumental in the launching of the Peruvian Law supporting the high achievers, and in the development of the state-funded Academies of Arts and Sciences for high achievers coming from low socio-economic background and ethnic-linguistic minorities from the Andean and Amazon region. Actually 25 Academies nationwide benefit 7,000 high achieving students living below the poverty line. She was recognized with the Innovation Award in College Teaching (2015), the PUCP Research Award on 2013, 2014, 2015, 2016, and 2017; and received recognitions on Scientific Publishing (2008), Educational Psychology (2010), and Life-career in teaching and research in Educational Psychology (2014). Internationally, she received the World Bank/GDN Award for Young Scientist in Applied Education (2005), the Belin-Blank/Templeton International Fellowship on Gifted Education (2008), and the Eisenhower Fellowships (EF 2011). Chair of the 35th Inter-American Conference of Psychology, she is invited keynote at international conferences, and has been invited Professor at PUC Campinas, Universidade de Brasilia, Universidade Catolica de Brasilia, Universidad Católica de Chile, Universidad de La Frontera-Chile, Universidad Técnica Particular de Loja, Universidad Complutense de Madrid, Universidad Autónoma de Madrid, Radboud Universiteit Nijmegen, and Harvard University/School of Education. She has published 135 books, chapters, and articles in the fields of talent development, cognitive processes, and educational psychology; and participated in 36 research projects.
Dr. Lannie Kanevsky is an Associate Professor in the Faculty of Education at Simon Fraser University (Vancouver, Canada). Understanding and advocating for student voices in their learning has been a consistent feature of Dr. Kanevsky’s research and the materials she has developed to help learners and educators co-construct, personalize, and differentiate learning experiences. Many of the materials can be found in the Tool Kit for High End Differentiation and on her website, Possibilities for Learning (possibilitiesforlearning.com). They have evolved through years of collaboration and research with students and colleagues in schools and universities. She has been a Visiting Professor in Australia and the U.S., and has shared her work in print, presentations, and workshops with students, educators, parents, and scholars in Europe, Asia, and North America. After completing her Ph.D. at Teachers College (Columbia University), she returned to her undergraduate alma mater to join the Faculty of Education because of its commitment to experiential learning, reflective practice, and social justice. While there she has been recognized for her scholarly teaching and selected as a Dewey Fellow by the Institute for the Study of Teaching and Learning in the Disciplines.
Dr. Paula Olszewski-Kubilius is the director of the Center for Talent Development at Northwestern University and a professor in the School of Education and Social Policy. Over the past 35 years, she has worked to create programs models to meet the need of diverse gifted learners including distance learning programs, summer, and weekend programs. She has written and published extensively about issues in gifted education, with a particular focus on talent development for under-served gifted students. She has served as the editor of Gifted Child Quarterly, co-editor of theJournal of Secondary Gifted Educationand on the editorial boards of Gifted and Talented International, Roeper Review, Journal for the Education of the Gifted,andGifted Child Today. She currently is on the board of trustees of the Illinois Mathematics and Science Academy and is president- of the Illinois Association for the Gifted. She also serves on that advisory boards for the Center for Gifted Education at the College of William and Mary and the Robinson Center for Young Scholars at the University of Washington. She is Past- President of the National Association for Gifted Children and received the Distinguished Scholar Award in 2009 from NAGC.
Rena F. Subotnik PhD is Director of the Center for Psychology in Schools and Education at the American Psychological Association. One of the Center’s missions is to generate public awareness, advocacy, clinical applications, and cutting-edge research ideas that enhance the achievement and performance of children and adolescents with gifts and talents in all domains. She has been supported in this work by the National Science Foundation, the American Psychological Foundation, and the Association for Psychological Science, the Camille and Henri Dreyfus Foundation, and the Jack Kent Cooke Foundation. She is co-author (with Paula Olszewski-Kubilius and Frank Worrell) of The Talent Gap: The U.S. is Neglecting its Most Promising Science Students(Scientific American), Nurturing the Young Genius: Renewing our Commitment to Gifted Education is Key to a More Innovative, Productive and Culturally Rich Society (Scientific American Mind), Rethinking Giftedness and Gifted Education: A Proposed Direction Forward Based on Psychological Science (in Psychological Science in the Public Interest), and co-editor of the forthcoming (with Paula Olszewski-Kubilius and Frank Worrell) The Psychology of High Performance: Developing Human Potential Into Domain-Specific Talent, (with Ann Robinson, Carolyn Callahan and Jean Gubbins) Malleable minds: Translating insights from psychology and neuroscience to gifted education, (with Bruce Thompson) Methodologies for Conducting Research on Giftedness, and (with Frances Horowitz and Dona Matthews) Developing Giftedness and Talent Across the Life Span.
Frank C. Worrell is a Professor in the Graduate School of Education at the University of California, Berkeley, where he serves as Director of the School Psychology Program, Faculty Director of the Academic Talent Development Program, and Faculty Director of the California College Preparatory Academy. He also holds an affiliate appointment in the Social and Personality Area in the Department of Psychology, and from 2014 to 2017, was a Visiting Professor Appointment in the Faculty of Education and Social Work at the University of Auckland. His areas of expertise include academic talent development/gifted education, at-risk youth, cultural identities, scale development and validation, teacher effectiveness, and the translation of psychological research findings into school-based practice. A member of the editorial boards of several journals, Dr. Worrell served as co-Editor and Editor of Review of Educational Research from 2012 to 2016 and as a Member at Large (2016 – 2018) on the Board of Directors of the American Psychological Association (APA). Dr. Worrell is a Fellow of the Association for Psychological Science, the American Educational Research Association, and five divisions of APA; an elected member of the Society for the Study of School Psychology (2007) and the National Academy of Education (2018). Dr. Worrell is a recipient of the Distinguished Scholar Award from the National Association for Gifted Children (2013), the Distinguished Contributions to Research Award from the Division 45 (the Society for the Psychological Study of Culture, Ethnicity, and Race) of APA (2015), and the Outstanding International Psychologist Award from Division 52 (International Psychology) of APA (2018).
Dr. Melinda Webber is an Associate Professorin the Faculty of Education at the University of Auckland, New Zealand. Melinda is a former Fulbright/Ngā Pae o te Maramatanga Indigenous Scholar who has published widely on the nature of ethnic identity development, examining the ways race, ethnicity, culture and identity impact the lives of young people particularly gifted Māori students. In 2016, Melinda was awarded an esteemed 3-year Marsden Fast-Start grant to undertake a research project examining the gifted identity traits of Ngāpuhi, New Zealand’s largest iwi. In 2017, Melinda was awarded a prestigious 5-year Rutherford Discovery Fellowship to tackle an important question facing educators – ‘How can we foster cultural pride and academic aspiration among Māori students?’
Albert Ziegler, PhD, is Chair Professor of Educational Psychology and Research on Excellence at the University of Erlangen-Nuremberg, Germany. He is the Founding Director of the Statewide Counseling and Research Center for the Gifted. He has published approximately 400 books, chapters and articles in the fields of talent development and educational psychology. He developed the Actiotope Model of Giftedness, which promotes a systemic conception of giftedness. In his research, his main interests are learning resources and effective learning environments, self-regulated learning, mentoring, and gifted identification. Presently, he serves as the Secretary General of the International Research Association for Talent Development and Excellence (IRATDE), as Vice-President of the European Council for High Ability (ECHA), and as Chairman of the European Talent Support Network (ETSN). He is Editor-in-Chief of High Ability Studies, the scholarly journal of ECHA. In 2017, he was appointed Director of the World Giftedness Center in Dubai.