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Dr. Del Siegle

Dr. Del SiegleDr. Del Siegle is Associate Dean for Research and Faculty Affairs and Professor in Giftedness, Creativity and Talent Development at the University of Connecticut. He is a past president of the Montana Association of Gifted and Talented Education (Montana AGATE), past president of the National Association for Gifted Children (NAGC), and chair elect of the Research on Giftedness, Creativity, and Talent SIG of the American Educational Research Association (AERA). Along with Betsy McCoach, he is co-editor of Gifted Child Quarterly (founding co-editor of the Journal of Advanced Academics). He writes a technology column for Gifted Child Today. Dr. Siegle is coauthor with Gary Davis and Sylvia Rimm of the popular textbook, Education of the Gifted and Talented. He is also author of a new book, The Underachieving Gifted Child: Recognizing, Understanding, & Reversing Underachievement. Prior to becoming a professor, Dr. Siegle worked with gifted and talented students in Montana.


Dr. Joseph S. Renzulli

Dr. Joseph S. Renzulli is Director of UConn’s National Research Center on the Gifted and Talented and Board of Trustees Distinguished Professor of Educational Psychology at the Neag School of Education. A leader and pioneer in Gifted Education, Dr. Joseph S. Renzulli was named among the 25 most influential psychologists in the world by the American Psychological Association. He received the Harold W. McGraw, Jr. Award for Innovation in Education, and was a consultant to the White House Task Force on Education of the Gifted and Talented. His work on the Enrichment Triad Model and curriculum compacting and differentiation were pioneering efforts in the 1970s, and he has contributed hundreds of books, book chapters, articles, and monographs to the professional literature.

Dr. Renzulli established UConn’s annual Confratute Program with fellow Educational Psychology Professor Sally Reis; the summer institute on enrichment-based differentiated teaching has served more than 25,000 teachers from around the world since 1978. He also Renzulli established UConn Mentor Connection, a summer program that enables high-potential high school students to work side by side with leading scientists, historians, and artists, and is the founder of the Joseph S. Renzulli Gifted and Talented Academy in Hartford, which has become a model for local and national urban school reform.


Dr. Sally M. Reis

Dr. Sally M. ReisDr. Sally M. Reis is Professor in Educational Psychology and a Board of Trustees Distinguished Professor at The University of Connecticut. She is past Vice Provost of Academic Affairs, and Department Head of Educational Psychology Department, where she also serves as a Principal Investigator for the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored or co-authored over 250 articles, books, book chapters, monographs and technical reports. Her most recent work is a computer-based assessment of student strengths integrated with an Internet based search engine that matches enrichment activities and resources with individual student profiles.

Dr. Reis is the Co-Director of Confratute, the longest running summer institute in the development of gifts and talents. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, and Dilemmas in Talent Development in the Middle Years. Dr. Reis serves on several editorial boards, including the Gifted Child Quarterly, and is a past President of the National Association for Gifted Children. She recently was honored with the highest award in her field as the Distinguished Scholar of the National Association for Gifted Children and named a fellow of the American Psychological Association.


Dr. Catherine Little

Dr. Catherine LittleDr. Catherine Little is a Professor in Educational Psychology at the University of Connecticut and serves as program advisor to the UConn Mentor Connection. She teaches graduate courses in gifted and talented education, as well as undergraduate courses in the honors program in education. She previously served as Visiting Assistant Professor in Gifted Education and Curriculum Coordinator at the Center for Gifted Education at the College of William and Mary. Dr. Little earned her Ph.D. in Educational Policy, Planning, and Leadership from William and Mary.

Her research interests include professional development, teacher talent development, curriculum differentiation, and perfectionism. She presents regularly at state and national conferences and in local school districts, and she has written or co-written several curriculum units, as well as book chapters and journal articles related to curriculum implementation and other issues in gifted education. She is co-editor of Content-Based Curriculum for High-Ability Learners (2nd ed.) and Systems and Models for Developing Programs for the Gifted and Talented (2nd ed.)


Dr. E. Jean Gubbins

Dr. E. Jean GubbinsDr. E. Jean Gubbins is a Professor of Educational Psychology at the University of Connecticut and Associate Director of The National Research Center on the Gifted and Talented. She is a former classroom teacher and teacher of the gifted. In addition to her teaching experiences with elementary and secondary students, she has been an instructor at the college level, a consultant on gifted and talented education throughout the country, and an evaluator for the state department.


Dr. Jann Leppien

jann-leppienDr. Jann Leppien teaches curriculum courses and thinking-skills courses online and in the Three Summers Program at the University of Connecticut. She is an internationally known expert in the field of gifted education, and the inaugural Margo Long Chair in Gifted Education at Whitworth University in Spokane Washington. Dr. Leppien is co-author and editor of several published books that focus on the development of curriculum for advanced-level students.

She has worked as associate professor of education at the University of Great Falls, in Great Falls, MT, where she taught courses in curriculum and instruction, gifted education, assessment and learning, educational research, and methods in social sciences. Prior to that, Dr. Leppien was a research assistant for The National Research Center on the Gifted and Talented (NRC/GT). She also worked as a classroom teacher, enrichment specialist, and coordinator of a gifted education program in Montana.


Dr. Meredith Greene Burton

meredith-greene-burtonDr. Meredith Greene Burton earned her doctorate in Educational Psychology at the University of Connecticut, specializing in the social, emotional, and career counseling needs of gifted students. She has worked as a research assistant for The National Research Center on the Gifted and Talented and as co-organizer of Confratute, UConn’s international summer institute for gifted education teachers.

Dr. Burton received a Doctoral Student Award from the National Association for Gifted Children (NAGC) for exemplary work in research, publications, and educational service. She received the Roy C. Hill award from the Canadian Teachers Federation for innovative teaching practices and a Golden Leaf Award from the Canadian Educational Press Association for professional writing. A teacher at Bridgetown Regional High School and a UConn adjunct faculty member who teaches graduate courses in Gifted Education, Dr. Burton also conducts teacher training workshops on supporting gifted and talented learners.


Jeb Puryear

Dr. Jeb Puryear recently was a research associate for the NCRGE. Before earning his doctorate, he was a secondary educator – primarily teaching and leading in advanced academics settings. He is an active member of national educational and psychological organizations including leadership roles. His broader research interests include paradigms in gifted education and their influence on stakeholder actions, the interactions and overlaps of giftedness and creativity research, underrepresentation and excellence gaps based on rurality, socioeconomic status, and race, and the practical applications of STEM research to gifted education.