On Friday, November 17^th, the Institute for Educational Advancement (优蜜视频) will honor three tremendous individuals who have worked to address the needs of gifted education in our community. Here鈥檚 a little bit more about them.

Raising the Bar for Gifted Students: Jason and Sandy Roberts

Jason and Sandy Roberts, recipients of this year鈥檚 Community Advocate Award from 优蜜视频, have worked diligently to ensure that the needs of highly able learners are met in Pasadena Unified schools. Initially coaching elementary and middle school students in mathematics, Jason and Sandy launched to provide mathematically gifted middle school and high school students with the skills and insight needed to excel in honors math and science programs at the most elite universities in the world.

Math Academy partners with Pasadena Unified School District in reaching students starting in the 6^th grade, and offering them sequenced mathematics coursework that culminates in completing Calculus in the 8^th grade. But while the Roberts remain dedicated to serving students in Pasadena, they envision being able to expand Math Academy to other districts. 鈥淥ur belief is that once enough parents become aware of what鈥檚 being achieved at a struggling, under-resourced district, they鈥檒l have no choice but to pressure their respective school boards to follow suit, which will mark the beginning of a sea change in mathematics education across America,鈥� Jason told Pasadena Now this past summer.

And enabling large-scale change is nothing new to the Roberts family. Jason designed and developed much of Uber鈥檚 original real-time and global 鈥渁ir traffic control鈥� technologies. With a mathematics degree from the University of Chicago, Jason has also launched technology startups and built high-frequency trading systems. Sandy is no stranger to effecting change, either. With a degree in economics from University of Chicago, she also shares her love of math by teaching at the Math Academy and raising funds to support the new organization. Sandy has spent the last ten years on nonprofit boards, holding leadership positions with the Junior League of Pasadena, Young & Healthy and the Pasadena Educational Foundation.

Parents to three children, the oldest of whom is a student in Math Academy, Jason and Sandy exemplify the values that 优蜜视频 holds dear, namely helping every child reach their potential and providing them with the skills and tools to flourish intellectually, creatively, socially and emotionally.

Photo courtesy of Sandy and Jason Roberts

Inspiring Joy in Gifted Youth for Science and Math:聽 Tony Travouillon

Physics. Electrical Circuitry. Astronomy. These are not typical topics covered in elementary and middle school. But thanks to Tony Travouillon, Ph.D., our fortunate 优蜜视频 student community gets to explore the universe and learn how to build electrical circuits through our Academy program. Beloved by 优蜜视频 students and parents, Tony will receive this year鈥檚 Educator Award at our Awards Dinner & Celebration next month.

Since 2011, Tony has been delighting gifted young minds through his 优蜜视频 Academy classes, held in the Pasadena area. According to one parent of a student in Tony鈥檚 Astronomy class, 鈥淢r. Tony inspired my child with his passion and knowledge of science and made learning fun.鈥�

An astrophysicist, he is a System Scientist at Thirty Meter Telescope Observatory, where he conducts experimental research on atmospheric turbulence and its repercussions for astronomy, image degradation, adaptive optics and interferometry. Since receiving his Ph.D. in astrophysics and undergraduate degrees in Physics and Astronomy at the University of New South Wales, Tony has remained devoted to sharing his knowledge and experience with others. In addition to teaching at 优蜜视频, he holds a Visiting Associate position at Caltech and is an Adjunct Professor at College of the Canyons.

Tony鈥檚 passion for teaching is evident in the classroom, and on the inquiring, curious faces in his classes. 鈥淚n 优蜜视频 I found the perfect place to teach the way I want to teach,鈥� said Tony. 鈥淚 can take full advantage of the small classes to really cater for each individual, adapting to the need of every student and offer an experience that is tailored to my audience.鈥�

Photo credit: Walt Mancini/Pasadena Star-News/News/SCNG

Join the Celebration!

Join us on November 17^th at our Awards Dinner & Celebration, to be held at The University Club of Pasadena, and show your support of these and other exceptional advocates for gifted education.

To sponsor and/or purchase tickets or a program ad, click .

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My relationship with 优蜜视频 began in 2002 when I was a seventh grader. I grew up the product of 40-student classrooms and overworked teachers in a large California public school system. At age 7, my father passed away and my mother struggled to figure out how to reenter the workforce and maintain some normalcy for her two sons. With so much to handle, she left my brother and me in charge of our own education. For years I struggled between unmotivated teachers who ignored me because I was “doing fine” and amazing teachers who were too shackled by overcrowding and underfunding to provide full academic support. There were times when I felt like leaving school – when it wasn’t聽 worth the boredom of just sitting there or the discipline of detention for distracting other students聽 when I finished work early.

But then 优蜜视频 came into my life. They worked hand-in-hand with me to identify and send me to a highly rigorous and highly creative high school. And from attending the summer camp to discovering a deeper love of architecture through their program, 优蜜视频 fueled an intellectual fire within me that at times had felt like just an ember. They provided me opportunities that I could never have found on my own and that my mother could never pay for. At a time in my life when I needed a mentor, they were there.

There are two areas where I believe 优蜜视频 makes a real difference in students’ lives: enabling them to find an academic area that inspires them to learn, and building the emotional support system that allows them to succeed.

I believe that one of the most important aspects of education is teaching students that what they learn in school is not only applicable to the classroom but also to the situations they encounter every day and to the passions they may one day pursue. However, it is an aspect that is often overlooked and – without the necessary mentors to show them – an aspect that is hard for students to fully understand. 优蜜视频’s and programs introduce this real-world application aspect to the learning environments of young students. By creating exciting alternative-learning environments or matching industry professionals with high颅 achieving children, these programs enable students to directly see their education applied to the world and gain the appreciation for learning necessary to achieve academic excellence. These programs give the required personalized attention that allows students to delve deep where their interests lie and also motivates them to succeed and grow beyond where books and hypotheticals could take them.

But it’s not only intellectual and academic stimulation that these programs provide; it is also a social and emotional foundation necessary to maintain their academic performance. Each and every 优蜜视频 program builds a community of intellectually curious and academically motivated students to form the emotional and social foundation to push students to their full potential. Programs like Yunasa allow students to be surrounded by peers who share a love of learning and create an environment where students can be comfortable with themselves and their minds. I remember attending Yunasa as a 12-year-old – interested in nature and slightly awkward – and for the first time feeling like I could talk about anything with anyone. 优蜜视频 helped build my confidence and made me feel like I could explore what I loved. It connected me to a group of friends that bolstered my curiosity and my belief that I could achieve whatever I put my mind to. That community and that inspiration have been key to my development and I believe that they are key to every child’s development. They are essential to helping young students maintain their motivation for education and ensure that they are excited to continue learning.

The Institute for Educational Advancement has been and continues to be an integral part of my life. They have been there for every major decision from choosing the right high school to deciding to go to Harvard. I know that I am the person I am today because of them.

Since joining 优蜜视频 as a Caroline D. Bradley Scholar in 2002, Byron has participated in multiple programs with 优蜜视频 and for the last four years has served as a selection committee member for the CDB Scholarship. As of 2017, Byron serves on the Board of Directors. Currently, Byron is a Vice President at Insight Venture Partners, a venture capital and growth equity firm based in New York. Prior to Insight, Byron worked at Bain & Company as a management consultant and also at the Bill & Melinda Gates Foundation as part of their Global Health Discovery team. He graduated from Harvard College with degrees in Biomedical Engineering and Economics.

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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.

While many may look at online learning as a recent innovation, the roots of distance learning in the U.S. run deep. As early as the 1800s, clergymen studied by way of correspondence and home study programs, especially for women, flourished. By the early 20th century, educational institutions from colleges to elementary schools offered correspondence classes. Each new technological advancement, including radio and television, was used as a medium for more distance learning. Today computers and the Internet provide the foundation for a new generation of distance learners. The needs of gifted learners at the elementary and secondary levels make the opportunities offered by distance learning particularly suitable.^[1]

The National Center for Education Statistics recently estimated that the number of K-12 public school students enrolling in a technology-based distance learning course grew by 65 percent in the two years from 2002-03 to 2004-05. A 2009 survey estimated that more than a million K鈥� 12 students took online courses in school year 2007鈥�08. A panoply of online learning opportunities is available. They range from courses taken only for enrichment or preparation for future classes to accelerated or honors classes that provide students the chance to earn high-school credits from the students鈥� local schools. More recently 鈥渧irtual schools鈥� have proliferated, e.g., Stanford University Online High School. These schools grant degrees and diplomas. (The U.S. Department of Education has an online guide, , which offers case studies of a variety of online learning opportunities in Part III. In addition to the opportunities found through , has an extensive list of distance learning programs, as does the .)

Several university-based gifted student programs offer distance learning opportunities for elementary and secondary students, the most prominent being The Center for Talented Youth (CTY) at Johns Hopkins University (pre-K – 12), the Talent Identification Program (TIP) at Duke University (grades 8 – 12), the Center for Talented Development (CTD) at Northwestern University (grades 4 – 12), Stanford Online High School (OHS) (grades 7-university level) and GiftedandTalented.com (K – 12). Courses range from the standard 鈥� e.g., Anatomy & Physiology (with a virtual laboratory and experiments), Economics, foreign languages, and AP漏 courses 鈥� to more exotic offerings like The Wonders of Ancient Egypt and Making Moby Dick.

There are also state programs. The Wisconsin Center for Academically Talented Youth (WCATY) Academy, for example, offers an integrated curriculum for gifted students in grades 5 – 8 that blends online learning with face-to-face meetings (approximately three times a quarter). The classes are intended to replace a quarter of language arts, history, science, or math curriculum for students in over 75 school districts throughout the state. In 2011, the Academy served almost 1,600 students.

The delivery and instructional methods of online learning are similarly diverse. Originally, most of these courses were self-paced and basically an independent study class. With the advent of more and more technological advances, contact between teacher and students and between students themselves has increased. Hybrid models of instruction now include virtual class meetings, discussion forums, live text-chatting, real time face-to-face meetings, and interactive white board instruction, among other methods.

There are several advantages to distance learning. Perhaps the most important for the gifted student is the ability to choose from myriad advanced courses not available at the students鈥� own schools or via home-schooling. These needs are particularly acute in the rural and low-income schools where problems range from a lack of resources (everything from teacher training to textbooks) to a lack of a critical mass of gifted students that would make in-school accelerated classes economically feasible. And that is another benefit. A key challenge to keeping gifted learners engaged and growing is exposing them to peers who are just as advanced. Those distance learning classes that require student interaction allow students to do just that.

Another advantage would be more personalized learning. While the variety of courses allow the students to craft a curriculum closer to their interests, the hybrid models of distance learning allow for more one-on-one attention from the course instructor, according to a 2009 survey by Education Week. Because of its more independent nature, distance learning also allows students to move faster through the curriculum and at their own pace.

In addition, 21st-century skills are enhanced through distance learning. These enhanced skills would include self-directed learning, problem-solving skills, information and communications technology literacy, and time-management and personal responsibility. For this reason, among others, the state of Michigan now requires that every high school student complete an online course before graduation.

Several studies have found that gifted students have been successful at distance learning and satisfied with the experience. A U.S. Department of Education meta-analysis of the available research concluded that 鈥淸o]n average, students in online learning conditions performed better than those receiving face-to-face instruction.鈥� Some positive effects that they found included enhanced independent study skills as well as increases in students鈥� problem-solving abilities, collaborative learning skills, and higher-order thinking skills.

That same U.S. Department of Education meta-analysis also concluded that caution should be used in extrapolating its findings to the K – 12 population. Even less attention has been devoted to studying younger, i.e., pre-secondary, students. Subsequent to that meta-analysis, one major study looked only at students enrolled in the Johns Hopkins University CTY distance education program from July 2005 – March 2007. One major difference was that younger students took courses because of an interest in the content of the course rather than to obtain credit or placement. Another major difference was the emphasis students placed on the relationship with their instructor, suggesting the critical importance of instructor-led courses for these students.

Not all gifted students will achieve in a distance-learning format. To begin, students need to be self-disciplined and experienced with working independently. Perhaps critically, students need to be willing to ask for help since teachers do not have the advantage of non-verbal clues to pick up on student confusion. Of course, strong study and computer skills are also a necessity. Finally, the physical presence of an adult and the support of a parent are also necessary for distance learning to be effective.

A major drawback to distance learning is often isolation and its effect on social skills. Nonverbal communication is extremely limited in this setting where a greater emphasis is given to writing, technological skills, and independent learning. However, the trend is clearly towards more active involvement in these courses as the technology evolves.

Those students who reported being dissatisfied with distance learning often cited a lack of interaction with teachers. Another common concern voiced was the lack of traditional textbooks and written course materials as many courses rely only on computer technologies. Therefore students need to assess their own learning styles and then choose courses wisely.

^[1] The terms 鈥渄istance learning鈥� and 鈥渙nline learning will be used interchangeably throughout the body of this blog. 鈥淒igital learning,鈥� which is not used herein, is quickly replacing both of these terms.

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Have your gifted children participated in any online classes? Share their experiences in the comment section below.

Every gifted person has a unique story. The following story is part of a series of posts depicting the many faces of gifted by highlighting gifted children and adults we have found through 优蜜视频 programs. The program 鈥� mentioned in this story 鈥� awards highly gifted applicants with a four-year scholarship to a high school that fits their individual, intellectual and personal needs.

Manning Ding
2003 CDB Scholar
Business Analyst, McKinsey and Company, Minneapolis

Before Manning Ding graduated with highest honors from Harvard in 2012, and before she worked in Kampala, Uganda, and Beijing, China, she was a junior high school student in Iowa who was awarded the Caroline D. Bradley Scholarship. The merit-based scholarship let her attend any high school of her choice, and she chose Phillips Exeter Academy in New Hampshire.

鈥淚t was Exeter鈥檚 鈥楬arkness鈥� method that did it for me. At Exeter, every class is conducted in discussion format, with 12 students and a teacher sitting around an oval table trading questions for answers on subjects from author Jhumpa Lahiri鈥檚 short stories to how to prove the Pythagorean Theorem.

鈥淚 remember visiting Exeter in 8th grade and sitting in on an Existentialism course. I think I said one thing the entire time, but it was still exhilarating to listen in on the richness of dialogue across the Harkness Table by 14- and 15-year-olds,鈥� Manning explained.

In addition to covering the cost of tuition for four years of high school, the Institute for Educational Advancement invites the CDB Scholars to an annual weekend gathering, called the , that includes discussions on a global and personal scale.

鈥淢y favorite memory was returning as an alumna to the Bradley Seminar with four other Scholars in my class and realizing that we were closer than ever before, sharing college updates and CDB recollections and endless laughter. Seeing Bonnie [Bonnie Raskin, CDB Program Coordinator] and Betsy [Elizabeth Jones, 优蜜视频 President] and the younger classes of Scholars at the Seminar really cemented for me the realization that being a CDB Scholar has been a part of who I am since the age of 13, and it鈥檒l always be a part of who I am. We, the Scholars, may grow up, but we won鈥檛 grow apart from the CDB community.鈥�

Manning graduated Harvard with a degree in Economics, but didn鈥檛 start off majoring in Econ. 鈥淚 actually went into Harvard thinking I would be a China correspondent at some international news agency. During my first two years in college, I vacillated between Economics (which addressed some of the world鈥檚 toughest development questions in an intellectually honest way) and Philosophy (for its rigor of thinking).

鈥淥f course, the great thing about Harvard is the breadth and depth of opportunities available. So while I was able to delve into fascinating topics in Economics (by taking grad-level courses and working as a research assistant for professors), I was also able to try out a range of potential careers through extracurricular activities (I reported news for The Crimson and headed Harvard Yearbook Publication), internships (at various investment banks and the Beijing bureau of Thomson Reuters) and fellowships and research opportunities (which funded my summers in China, Tanzania, and Uganda).鈥�

Prior to graduation, Manning applied for, and received a Fulbright Award. The Fulbright Award is sponsored by the United States Department of State, Bureau of Education and Cultural Affairs, and is known as America’s flagship international exchange program. It is a competitive, merit-based grant that facilitates the exchange of students, scholars, and teachers between the United States and over 155 countries worldwide.

鈥淚 applied for the Fulbright during senior year of college and was fortunate to receive the grant, allowing me to spend 10 months after graduation researching Chinese social enterprises and economic development. The Fulbright is very flexible – while they provide you with a support network of local researchers and resources, I had complete ownership of my project and was solely responsible for driving the project forward. It has definitely been a challenging but rewarding opportunity both in terms of cultural exchange and career development.鈥�

Manning explained more about the China Fulbright application process, saying, 鈥淭he applicants determine the location and scope of the research project and are responsible for securing a host academic institution and a local advisor. They then submit a project proposal explaining the motivation behind their project and the methods by which they intend to carry out the project.

鈥淎s part of my research, I interviewed Beijing- and Shanghai-based social entrepreneurs, worked with both a foreign-run and a government-backed social enterprise incubator, organized dinners for female social entrepreneurs in Beijing, helped professors at some of China鈥檚 top universities put together a white paper (one of the first of its kind) outlining the state of Chinese social enterprises, and spent four months at a social enterprise aiming to revolutionize Chinese rural education with digital tablets.鈥�

I asked Manning for the definition of a 鈥渟ocial enterprise.鈥� She explained, 鈥淪ocial enterprises are an exciting new model that is currently receiving increasing attention in China (and across the world) for its ability to solve social and environmental issues that the government and the market are not necessarily in a position to address. The legal and academic definition of 鈥榮ocial enterprise鈥� is still being heatedly debated, particularly in China. There are, however, a couple of commonly accepted definitions of social enterprises.

鈥淪ocial enterprises are essentially businesses whose primary purpose is to do social good. They鈥檙e different from non-profit NGOs in that social enterprises are financially self-sustaining and do not rely primarily on donations. They鈥檙e different from businesses (even socially responsible businesses) in their impact-first (versus finance-first) approach.鈥�

This summer, Manning began work as a Business Analyst at global management consulting firm McKinsey and Company in Minneapolis. Since she鈥檚 a recent college grad, I asked her for any advice to incoming college freshman. I think her words of wisdom are perfect for any student or adult in a new situation:

鈥淏e present. Half of achieving anything in college is simply showing up. Show up to lectures, extracurriculars, events. Show up on time, and stay the whole time. Put away your cell phones and laptops and tablets and actually engage that professor or speaker or new acquaintance — ask questions, remember names, take notes. You鈥檒l be amazed at how much you鈥檒l learn and grow if you are simply fully present. And of course, take risks, have adventures, try not to pull too many all-nighters and always remember to laugh.鈥�

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Every gifted聽person has a unique story. The following story is part of a series of posts depicting the many faces of gifted by聽highlighting gifted children and adults we have found through 优蜜视频 programs. 优蜜视频鈥檚 鈥� mentioned in this story 鈥� links gifted high school students from across the country with mentors who advance each participant鈥檚 skills through the application of knowledge and exposure to real world experiences.

Megan Prichard
优蜜视频 Apprentice at CNN in 2000
Consultant, McKinsey & Company, Sao Paulo, Brazil

Twelve years ago, Southern California teenager Megan Prichard spent two weeks of her summer break at CNN in Atlanta, Georgia. She wasn鈥檛 in Atlanta on vacation. She was taking part in the Institute for Educational Advancement鈥檚 Apprenticeship Program. Megan and seven other outstanding high school students were mentored by experienced CNN personnel in all areas of production, research, writing and editing of videos and on-line stories.

鈥淚 created a news clip for live air about an issue relevant to America鈥檚 youth,鈥� Megan explained. Because of her experience at CNN, she was asked to create a piece about youth perspectives on politics during the 2000 Democratic National Convention in Los Angeles. 鈥淏eing at the convention and interviewing political figures about how they would address the issues facing young people was a very empowering experience.鈥�

Megan was interested in the Apprenticeship Program because it gave her a chance to have an internship at a well-known organization like CNN and offered her real world work experience at a young age.

鈥淢y Apprenticeship experience greatly expanded the way I thought about the world and my ability to shape it. I realized that, even despite my young age, I could make meaningful contributions on a national scale.鈥�

After graduating from Yale with a degree in Economics, Megan joined a boutique consulting firm that advised large endowments, such as The Gates Foundation and World Wildlife Foundation, about how to donate philanthropic money to maximize social returns.

鈥淚n my spare time, I was very interested in entrepreneurship. That fall, I won Yale鈥檚 Y2K Business Plan Competition and received seed money to start my own company. After opening and closing www.justmovedhere.com, a social networking and city guide website designed to facilitate the moving process, I went to USC Law. While in law school, I worked with the Surfrider Foundation and a transactional law firm that focused on serving start-ups. My final year of USC Law, I wrote a dissertation about corporate governance standards in Brazil. Coincidentally, the professor who supervised the paper鈥檚 childhood best friend was a partner at McKinsey S茫o Paulo. I met her while visiting Brazil to do interviews for the dissertation, and she convinced me to join McKinsey.鈥�

Megan currently is an Associate with McKinsey & Company in S茫o Paulo, Brazil. McKinsey is a global management consulting firm that acts as trusted advisers for the world鈥檚 leading businesses, governments, and institutions.

鈥淎s an Associate with McKinsey, I help clients in a wide variety of industries to solve their most complex business problems. Amongst other engagements, I have helped a heavy industrial client improve its manufacturing operations, created a growth strategy for a pharmaceutical distributor, and helped a client in the transport sector create a post-merger strategy and integrate its operations.鈥�

Megan sums up her 优蜜视频 Apprenticeship experience by saying, 鈥淚t鈥檚 a great opportunity to challenge yourself and spend a summer learning from industry leaders.鈥�

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In a new class this session, Biochemistry students learned about the chemistry of living organisms. Scientists Like Me II introduced students to even more influential scientists and their work. Returning favorites included Games & Theory 鈥� where students explored the math, economics, and social science behind games from tic-tac-toe to chess 鈥� and General Chemistry.

All of these courses 鈥� along with other challenging and hands-on courses like Rocket to Calculus, Astronomy, and Playwriting鈥� will be offered over the summer!

provides young students working at the 2nd-8th grade levels with challenging enrichment classes that focus on exploration and application of knowledge. The two Summer 2012 sessions will run from June 18 to July 6 and July 16 to August 2. !

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