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University-Based Pre-Collegiate Programs for Gifted Students at William & Mary

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Title: University-Based Pre-Collegiate Programs for Gifted Students at William & Mary
Language: English
Authors: Mihyeon Kim (ORCID 0000-0002-4237-6247), Conor Dibble, Ashley Morris
Source: Gifted Child Today. 2025 48(1):37-47.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Academically Gifted, Gifted Education, Enrichment Activities, High School Students, College Preparation, College Programs, Program Descriptions, Program Effectiveness, Educational Benefits, Skill Development, Interpersonal Competence, Communication Skills, Leadership Training, Summer Programs, Residential Programs, Program Development
Geographic Terms: Virginia
DOI: 10.1177/10762175241286164
ISSN: 1076-2175
2162-951X
Abstract: From its inception, the Center for Gifted Education at William & Mary has been committed to the education of gifted students. Dr. Joyce VanTassel-Baska, founder of the CFGE, created a learning environment to work directly with gifted students and parents by providing diverse university-based pre-collegiate programs in both residential and daily program formats. The programs offered were designed to provide challenging academic content and support to develop social, communication, and leadership skills. There are many benefits to gifted students from participating in university-based pre-collegiate programs. This article introduces the diverse pre-collegiate programs hosted by the CFGE, the components of those programs, and their effectiveness.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451639
Database: ERIC
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  Value: <anid>AN0181250284;gct01jan.25;2025Aug11.09:12;v2.2.500</anid> <title id="AN0181250284-1">University-Based Pre-Collegiate Programs for Gifted Students at William & Mary </title> <p>From its inception, the Center for Gifted Education at William & Mary has been committed to the education of gifted students. Dr Joyce VanTassel-Baska, founder of the CFGE, created a learning environment to work directly with gifted students and parents by providing diverse university-based pre-collegiate programs in both residential and daily program formats. The programs offered were designed to provide challenging academic content and support to develop social, communication, and leadership skills. There are many benefits to gifted students from participating in university-based pre-collegiate programs. This article introduces the diverse pre-collegiate programs hosted by the CFGE, the components of those programs, and their effectiveness.</p> <p>Keywords: enrichment programs; pre-collegiate programs; high-ability students; gifted students</p> <p>The pre-collegiate programs at the Center for Gifted Education have served high-ability students and their parents and have continued to grow over the years."</p> <p>University-based pre-collegiate programs in both residential and daily program formats have been widely used among the various practices to serve gifted students. As program administrators, we have heard many complaints from parents frustrated by the lack of challenges for their children's talent advancement. Many parents recognize that even after being identified in school systems for gifted education, gifted students are not served appropriately and need more enrichment programs ([<reflink idref="bib11" id="ref1">11</reflink>]). Therefore, parents often explore out-of-school educational programs, including university-based pre-collegiate programs, to provide appropriate talent development educational services for their children.</p> <p>To explore the effectiveness of enrichment programs, we performed a meta-analysis of 26 studies that examined research on the effects of enrichment programs serving gifted students. The findings of this study showed that enrichment programs positively impacted both gifted students' academic achievement and socio-emotional development. In terms of the types of programs, summer residential programs were the most effective for academic achievement, and the combination of summer and academic year programs was the most effective for students' socio-emotional development ([<reflink idref="bib12" id="ref2">12</reflink>]).</p> <hd id="AN0181250284-2">Benefits of University-Based Pre-Collegiate Programs</hd> <p>There are many benefits to gifted students from participating in university-based pre-collegiate programs ([<reflink idref="bib11" id="ref3">11</reflink>], pp. 171–174):</p> <p></p> <ulist> <item> • They offer access to post-secondary educational environments, motivating students to consider a college education. Participating in university-based programs allows students to get a feel for college life and motivates them to think more about receiving a college education ([<reflink idref="bib7" id="ref4">7</reflink>]).</item> <p></p> <item> • They set high expectations for academic achievement by providing challenging learning experiences. The rigorous curriculum of university-based pre-collegiate programs encourages gifted students to achieve at a high level and avoid underachievement ([<reflink idref="bib17" id="ref5">17</reflink>]; [<reflink idref="bib25" id="ref6">25</reflink>]).</item> <p></p> <item> • They support the individual differences of each student by providing choices of appropriate instruction. By offering diverse options, university-based programs provide appropriate instruction that matches individuals' needs, promotes students' passions, and encourages students to be more engaged in active learning ([<reflink idref="bib22" id="ref7">22</reflink>]).</item> <p></p> <item> • They provide possible mentorship opportunities to enhance an individual's self-esteem, academic or work performance, life satisfaction, and vision for future careers. For gifted students, mentorship provides opportunities to develop their potential, increase passion, and gain domain-specific knowledge and skills in specific areas ([<reflink idref="bib3" id="ref8">3</reflink>]; [<reflink idref="bib6" id="ref9">6</reflink>]; [<reflink idref="bib19" id="ref10">19</reflink>]).</item> <p></p> <item> • They provide socio-emotional support by nurturing social and behavioral skills. University-based programs are more flexible than traditional school settings. Also, by participating in the program with peers of similar ability, students may become more comfortable with expressing themselves ([<reflink idref="bib9" id="ref11">9</reflink>]; [<reflink idref="bib20" id="ref12">20</reflink>]; [<reflink idref="bib21" id="ref13">21</reflink>]).</item> <p></p> <item> • They provide challenging academic courses. Most university-based programs provide rigorous courses that are commensurate with college expectations, especially for secondary school students ([<reflink idref="bib11" id="ref14">11</reflink>]).</item> </ulist> <hd id="AN0181250284-3">History of Pre-Collegiate Programs at the Center for Gifted Education</hd> <p>Since 1987, the Center for Gifted Education at William & Mary has been committed to the education of gifted students. Dr Joyce VanTassel-Baska, founder of the Center, created a learning environment to support graduate studies, professional development, research, and program development for working directly with gifted students and parents.</p> <p>In the early years, the <emph>Saturday/Summer Enrichment Programs</emph> (SEPs) operated in fall, spring, and summer to serve students in preschool through grade 10. Another program, <emph>Focusing on the Future</emph>, was initiated in 1997 and designed for secondary students and their families. This 1-day conference included career and academic planning for high-ability students in grades 6–12 and their parents. Its purpose was to encourage students to explore potential career fields, to establish opportunities for interaction with professionals in those fields, and to inform parents of considerations for academic planning, college, and career planning. In 1998, the Center's <emph>Focusing on the Future</emph> program was designated as exemplary by the U.S. Department of Education ([<reflink idref="bib4" id="ref15">4</reflink>], p. 11). Several enrichment programs have been hosted by the Center for Gifted Education, and Table 1 describes the history of program offerings and current offerings.</p> <p>Table 1. The List of Pre-Collegiate Programs at the Center for Gifted Education.</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Year</th><th align="center">Project Name/Title</th><th align="center">Project Description</th></tr></thead><tbody valign="top"><tr><td align="left">1988–current</td><td align="left">Saturday/Summer Enrichment Program (SEP)</td><td align="left">SEP was designed as a laboratory setting for best practices in gifted education and to provide direct service to gifted students</td></tr><tr><td align="left">1988–2008</td><td align="left">Saturday/Summer Enrichment Program-STEM Courses</td><td align="left">The Howard Hughes Medical Institute provided funding for science, mathematics, and technology courses and some scholarships in the enrichment program across 15 years of the program</td></tr><tr><td align="left">1988–1989</td><td align="left">Summer Camp</td><td align="left">Summer residential experience held for middle school students</td></tr><tr><td align="left">1990–1995</td><td align="left">Governor's School</td><td align="left">The state Governor's School for the Gifted in Math, Science, and Technology was administered by the Center, providing a summer residential program for junior and senior high school students. The successful implementation of this program involved the collaboration of core William & Mary faculty from arts and sciences, law, and education</td></tr><tr><td align="left">1993–1995</td><td align="left">NASA-VIMS Internship Program</td><td align="left">The Center directed the NASA-VIMS Internship Program, a 5-week residential program for students talented in science. Students worked with scientists at both facilities during the day and returned to campus for other educational and social activities in the evening and on weekends</td></tr><tr><td align="left">1996–present</td><td align="left">Governor's Summer Residential School in Engineering and Marine Science</td><td align="left">The Center for Gifted Education coordinates the Summer Residential Governor's School, a 4-week mentorship program in June and July, for 17 gifted rising 11th- and 12th-grade students (11 students for Jefferson Lab and 6 students for VIMS)</td></tr><tr><td align="left">1997–present</td><td align="left">Focusing on the Future</td><td align="left">This 1-day conference includes career and academic planning for high-ability students in grades 6–12 and their parents. Its purpose is to encourage students to explore possible careers, to establish opportunities for interaction with professionals in those fields, and to inform parents of considerations for academic planning, college, and career planning</td></tr><tr><td align="left">1997</td><td align="left">Writing Talent Search for Virginia Students</td><td align="left">Students in grades 4–12 submitted short stories, poems, and nonfiction writings that were then judged by William & Mary undergraduates from the campus Writing Center. Winners in each category were invited to campus for an annual award ceremony and writing workshop with William & Mary professors and local writers</td></tr><tr><td align="left">2012–2015</td><td align="left">International Programs</td><td align="left">The Center for Gifted Education hosted a 1-week program for visiting Korean gifted middle school students in the areas of math and science</td></tr><tr><td align="left">2014–2016</td><td align="left">Saturday Enrichment Program at Richmond site</td><td align="left">St. Mary's Catholic School provided facilities for an outreach program. Five weeks of Saturday Enrichment Program was provided for elementary gifted students</td></tr><tr><td align="left">2012–current</td><td align="left">Camp Launch (This program is introduced as a separate program in this issue)</td><td align="left">This program provides academic enrichment opportunities in STEM areas for low-income, high-ability 7th- to 10th-grade students. Originally funded by the Jack Kent Cooke Foundation, the program has been underwritten by a private family foundation since 2016</td></tr><tr><td align="left">2024</td><td align="left">The Optimist Project (TOP)</td><td align="left">The Center for Gifted Education in partnership with the Jack Kent Cooke Foundation (JKCF) hosts a 2-week residential program for low-income high-ability students. This project aims to address modern challenges of intergroup relations by building their leadership capacity and positive future orientation</td></tr><tr><td align="left">2025</td><td align="left">Talent Search Program</td><td align="left">The Center plans to offer 2 weeks of residential or day programs for rising 7th- to 9th-grade students. The new William & Mary Youth Talent Search Program (WM-YST) is devoted to discovering students' talent and challenging them to perform the best in their areas of interest</td></tr></tbody></table> </ephtml> </p> <hd id="AN0181250284-4">Current Pre-Collegiate Learner Programs at the Center</hd> <p>The Center for Gifted Education strives to offer a wide variety of programs for high-ability students from Kindergarten to the 12<sups>th</sups>-grade level to continue to expand upon what is learned in the classroom and allow these students to strengthen their skills and knowledge.</p> <p>Currently, programs for gifted students at William & Mary are designed to provide challenging academic content by enhancing creative and critical-thinking skills for gifted students. These programs offer mentorship experiences, workshops, courses, and problem-solving learning opportunities to foster curiosity, innovation, and knowledge pursuit. We also highlight social, communication, and leadership skills through group projects, presentations, field trips, seminars, and outdoor team-building activities. These programs offer additional resources and tools to gifted students to further develop their interests and allow them the ability to set themselves up for success in school and beyond. The programs also allow the students and their families to establish a relationship with the Center through which they will have access to resources and professionals who can assist them during their academic journey.</p> <hd id="AN0181250284-5">Saturday/Summer Enrichment Program (SEP)</hd> <p>The SEP is an academically challenging program emphasizing inquiry-based learning that recognizes the importance of allowing gifted and high-ability learners to explore specialized areas of science, mathematics, humanities, and arts. SEP classes are offered year-round and provide Saturday and week-long summer class options that allow students from the local communities, other regions of Virginia, and neighboring states to work with like-minded peers to develop new knowledge or sharpen their skills in a specific subject. SEP is intended to provide intellectual enrichment for gifted students who might not have such an opportunity in their regular school environment.</p> <p>SEP offers highly able students an opportunity to extend their learning beyond what is generally offered in regular classrooms. All courses are designed to address the characteristics of advanced learners, including their ability to (a) learn at a faster rate, (b) engage in problem-solving, (c) manipulate abstract ideas, and (d) use their innate curiosity to address new challenges. In 1988, the first year of operation, five classes were offered in the winter, six in the summer, and ten in the fall. Historically, Saturday Enrichment Programs provided 3 hours of lesson per Saturday for 5 weeks, but currently, each One Super Saturday class provides the students with the opportunity to spend 5 ½ hours diving into hands-on, interactive classes that instructors have designed and developed to meet the needs of each student while teaching in a small group setting, resulting in more attention to individual differences. During the summer, we offer both in-person and virtual classes, which allow students 10 hours of instruction for virtual classes (2 hours per day) and 15 hours of instruction for in-person classes (3 hours per day) each week. The Summer Enrichment Program provides morning and afternoon classes so that students can participate in up to 2 classes per day. Students and parents were satisfied with the courses offered in our Saturday/Summer Enrichment classes, as shown in Table 2.</p> <p>Table 2. An Example of a Course Evaluation Survey Result Regarding Sessions From 2020 to 2022.</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left" /><th align="center">Mean Overall on 5-Point Scale (Parents)</th><th align="center">Mean Overall on 5-Point Scale (Students)</th></tr></thead><tbody valign="top"><tr><td align="left">2020 (virtual)</td><td align="char" char="(">4.67 (<italic>n</italic> = 19)</td><td align="char" char="(">4.63 (<italic>n</italic> = 18)</td></tr><tr><td align="left">2021 (virtual)</td><td align="char" char="(">4.60 (<italic>n</italic> = 46)</td><td align="char" char="(">4.38 (<italic>n</italic> = 34)</td></tr><tr><td align="left">2022 (in-person)</td><td align="char" char="(">4.83 (<italic>n</italic> = 33)</td><td align="char" char="(">4.70 (<italic>n</italic> = 33)</td></tr></tbody></table> </ephtml> </p> <p>One of the top comments we receive from the students themselves is how wonderful it is to work and learn with students of the same or higher ability. Usually, many gifted students struggle with having positive educational experiences with peer groups, and the comments from students demonstrated that the SEP provided an opportunity for exposure to peers who share their interests and passions to encourage them to grow intellectually and be motivated to learn. SEP challenges them to work harder, explore more deeply, and strive to further their understanding of many different subjects with authentic learning experiences with a peer group ([<reflink idref="bib8" id="ref16">8</reflink>]). Many parents also have communicated how the SEP positively affected their children and made them more confident. Parents tend to be delighted with the program, as the following comments indicate (Comments were from SEP participants during 2022–2024):</p> <p></p> <ulist> <item> • <emph>My child loved it and learned so much! "Thank you so much for your time, patience, and expertise!"</emph></item> <p></p> <item> • <emph>Love all the hands-on activities. Would love even more.</emph></item> <p></p> <item> • <emph>Amazing Teacher and Curriculum. You could see the passion for education. My son learned so much and loved being near like-minded peers!</emph></item> <p></p> <item> • <emph>My child really enjoyed his day. I was impressed with the instructor and the materials that were presented to the kids ... really exceeded my expectations.</emph></item> <p></p> <item> • <emph>Thankful for the class, and love additional resources focused on the topics learned in class.</emph></item> <p></p> <item> • <emph>Love that my child can make new friends.</emph></item> </ulist> <p>Although comments from students and parents demonstrated that the SEP provided a positive educational opportunity for high-ability students to encourage their intellectual growth, the pandemic disrupted educational provision in an unprecedented way, with extended distance learning. Before the pandemic, SEP never provided virtual sessions, which forced to change during the pandemic. To work with virtual sessions, teachers had to change their lessons to fit the online educational environment. We tried our best to make hands-on activities similar to the in-person classes, but it could not be the same. As shown in the survey evaluation (Table 2), students and parents were more satisfied with in-person sessions after the pandemic. After the pandemic, we offered both virtual and in-person sessions, but registrations for virtual sessions decreased significantly, resulting in the decision not to offer virtual sessions from the fall of 2024. We learned that in-person enrichment programs optimize the facilitation of hands-on activities for learning experiences and enhance social interaction among students compared to virtual programs.</p> <hd id="AN0181250284-6">Focusing on the Future</hd> <p>Focusing on the Future is an all-day career and academic planning experience for high-ability students in grades 6–12, their parents, and counselors. The purpose of the program is to expose high-ability learners to career opportunities related to the arts, humanities, mathematics, and sciences and to inform parents of considerations and guidelines for effective career and academic planning. Students and parents attend two different session strands. Students are introduced to different career paths, promoting understanding of their career options. Also, parents and students are invited to attend a panel discussion with current college students during lunchtime, allowing them to picture actual college life and learn about academic or talent development opportunities in college.</p> <p>Professionals from different disciplines meet students and offer them guidance in their interest areas with accurate information and some hands-on activities regarding actual work in a career. Such in-depth information often goes beyond what students previously understood about the profession. From nearly 30 different disciplines, students choose five different disciplines to explore. They can engage in complex discussions with the work professionals in their selected fields. In some sessions, students participate in real-world activities that give them greater insight into the profession. In feedback surveys in 2024, information on diverse career paths and depth of specific career information from experts were found to be the most valuable aspects of the program. In addition, students appreciated the practical advice on academic planning to pursue future careers (Table 3). Students appreciated detailed information about a specific area and diverse career options within a specific subject area as it allowed them to narrow down their interest area within specific subject areas.</p> <p>Table 3. Benefits of the Program (Students, 2024).</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Responses</th><th align="center">Frequency</th><th align="center">%</th></tr></thead><tbody valign="top"><tr><td align="left">Diverse career path information from experts</td><td align="char" char=".">6</td><td align="char" char=".">60</td></tr><tr><td align="left">Depth of information and resources</td><td align="char" char=".">2</td><td align="char" char=".">20</td></tr><tr><td align="left">Useful advice on academic planning</td><td align="char" char=".">2</td><td align="char" char=".">20</td></tr></tbody></table> </ephtml> </p> <p>Sessions for parents offer valuable information related to the support of their gifted children's academic and career development. Parents select five sessions to attend throughout the day. Sessions include practical subjects such as college entrance processes, including SAT or ACT preparation, and financial preparation for college. They may also choose to learn about theoretical issues, such as understanding gifted students' needs in academic and career preparation, social-emotional support, and how to improve the time management of students. Feedback from parents demonstrated that a good overview and practical information about different topics from experts on topics were the most valuable parts of the program (Table 4). Parents were eager to have accurate information rather than rumors among parents. Also, parents were pleased to have an opportunity to become aware of the career path options open to their children and it encouraged more open communication with their child about his or her career path ([<reflink idref="bib10" id="ref17">10</reflink>]).</p> <p>Table 4. Benefits of the Program (Parents, 2024).</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Responses</th><th align="center">Frequency</th><th align="center">%</th></tr></thead><tbody valign="top"><tr><td align="left">Good overview on different topics</td><td align="char" char=".">6</td><td align="char" char=".">43</td></tr><tr><td align="left">Practical information and advice</td><td align="char" char=".">3</td><td align="char" char=".">21</td></tr><tr><td align="left">Expertise of speakers</td><td align="char" char=".">3</td><td align="char" char=".">21</td></tr><tr><td align="left">Different perspectives on topics</td><td align="char" char=".">2</td><td align="char" char=".">14</td></tr></tbody></table> </ephtml> </p> <p>Examples of comments about the program (Comments were from FOF participants during 2022–2024):</p> <p></p> <ulist> <item> • <emph>It was very eye-opening for a middle schooler</emph>.</item> <p></p> <item> • <emph>I got information about programs I didn't even know existed</emph>.</item> <p></p> <item> • <emph>Helped me learn what I need to focus on in school for the degree I am interested in pursuing</emph>.</item> <p></p> <item> • <emph>Helping students see beyond where they are now and helping parents see that gifted kids have different needs and hearing from other parents.</emph></item> <p></p> <item> • <emph>Provided great lists of things to start considering and preparing for</emph>.</item> <p></p> <item> • <emph>Offered tons of great info to help understand the process better</emph>.</item> </ulist> <p>From the evaluations, we learned that securing the quality of speakers is the most important thing we need to keep in mind. Both students and parents appreciated the authentic information and advice from professionals in the specific career fields. A current challenge for this program is recovering from the pandemic. During the pandemic, we had to cancel the program in 2021, and registrations significantly decreased after the pandemic. We started to announce our program through social media to expand our publicity.</p> <hd id="AN0181250284-7">The Summer Residential Governors Program</hd> <p>The Center coordinates the Summer Residential Governor's School, a 4-week mentorship program in June and July, for 17 gifted rising 11th- and 12th-grade students. Since 1996, this program has served high-achieving high school students throughout Virginia and provided participants with authentic experiences in engineering or marine research.</p> <p>Applications of referred gifted students from their school districts are sent to the Virginia Department of Education (VDOE) selection committee, which chooses the top students from this applicant pool. The selection committee consists of secondary school counselors, gifted education experts, and educators and/or professionals knowledgeable in the academic program disciplines. The VDOE selection committee nominates 15 to 50 students in each area. Finally, the program director at the Center for Gifted Education works with JLAB and VIMS coordinators to make the final selection based on the mentors' research areas and students' profiles to find the best fit. Eleven students in the field of engineering are selected and each is assigned to a research mentor at Jefferson Lab (JLAB), which is the U.S. Department of Energy Office of Science national laboratory, and six students are selected for the Virginia Institute of Marine Science (VIMS) in the field of marine science. Students participate in actual research projects and work with professional research scientists and graduate students either one-on-one or in small teams. They are expected to listen, observe, and learn quickly so they can participate and contribute to the project. All participating students are required to present their final product in public to provide communication experience with other professionals in a professional manner. Mentors set reasonable goals for students regarding mentees' involvement in their projects. Because this experience is truly a mentorship and the students join research teams that are already in existence, the topics and other details change each year. This mentorship program offers students an immeasurable amount of knowledge and guidance that further exposes them to the research process and how professionals work and communicate with each other. Responses about the program's benefits from evaluations of 37 students were analyzed to find the program's effectiveness. We found that authentic and hands-on experience encouraged students to work on future career goals. Building a productive and meaningful mentoring relationship between mentors and mentees benefited both mentors and mentees to grow personally ([<reflink idref="bib13" id="ref18">13</reflink>]). As shown in Table 5, students consider having authentic work experiences a primary benefit of the program. Also, students value being part of a professional network, which allows them to interact with mentors, peers, and diverse professionals in various career fields.</p> <p>Table 5. Benefits of the Program (Mentees, 2019).</p> <p>Graph</p> <p> <ephtml> <table><thead valign="top"><tr><th align="left">Responses</th><th align="center">Frequency</th><th align="center">%</th></tr></thead><tbody valign="top"><tr><td align="left">Gaining real work environment experiences</td><td align="char" char=".">19</td><td align="char" char=".">51</td></tr><tr><td align="left">Networking</td><td align="char" char=".">11</td><td align="char" char=".">30</td></tr><tr><td align="left">Gaining STEM knowledge and skill sets</td><td align="char" char=".">3</td><td align="char" char=".">8</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note.</emph> Reprinted from "Intensive learning experience: Development of STEM mentorship program for high school gifted students," by [<reflink idref="bib13" id="ref19">13</reflink>], <emph>Gifted Child Today, 44</emph>(<reflink idref="bib4" id="ref20">4</reflink>), p. 232. Copyright 2021 by the SAGE.</p> <p>Here are examples of comments from participants during 2022–2024:</p> <p></p> <ulist> <item> • <emph>I really like the "work hard, play hard" mindset.</emph></item> <p></p> <item> • <emph>I'm still sticking to my previous career plans of software engineering, but it's piqued my interest in research and I'm more open to exploring those avenues now.</emph></item> <p></p> <item> • <emph>My favorite part about the mentorship program was that we were given challenging tasks that made a real impact on the project, with support from my mentors along the way. I also liked being included in the team meetings as it made me feel like I was a part of the team.</emph></item> <p></p> <item> • <emph>Having exposure to a real workspace and collaborating with people that have different exposures than me was really cool. Combining different background knowledge to create a product was edifying.</emph></item> <p></p> <item> • <emph>Engagement by the program staff and mentors to connect with real world scenarios. Treating the students like young adults made a big impression I think.</emph></item> <p></p> <item> • <emph>The right choice of mentors who has the attitude and capacity to teach, administrator who has the skills to manage effectively and the counselor who has the warm (and patient) heart to care for the youngsters is the key to success.</emph></item> <p></p> <item> • <emph>Seeing the friendships and the relationships between staff and her peers develop so positively. Such a great experience for the students to learn from undergraduate, graduate, and staff.</emph></item> </ulist> <p>From program evaluation from both mentors and mentees, we learned four lessons to develop a successful mentorship program: setting appropriate goals and expectations for the given timeframe, building effective communication among all stakeholders of the program, developing the right human resources and training, and supporting students to create a social network in their field of interest ([<reflink idref="bib13" id="ref21">13</reflink>]).</p> <hd id="AN0181250284-8">International Program Development</hd> <p>The Center is internationally recognized in the field of gifted education. Upon request, customized programs have been designed for international visitors. The Center hosted a program for visiting Korean gifted students for 4 years, from 2012 to 2015. The students were selected within the top 0.1% of the student pool in Chungcheongnamdo, which is comparable to a state in the USA, in Korea. Korean gifted middle school students participated in a 1-week math and science program. Students participated in intensive classes in selected subject areas. Content instruction at the level of Advanced Placement (AP) courses within selected subject areas was delivered to middle school students based on problem-based learning, discussions, and hands-on activities. As an extra activity, the students participated in a program that offered a discussion session with NASA scientists who come from Korea and current researchers at NASA about how to become a competitive researcher in the global environment. This high-quality program used the Integrated Curriculum Model (ICM), the curriculum model developed by the founder of the Center for Gifted Education, which pleased students, teachers, and administrators from Korea. (See the curriculum article in this issue for more information).</p> <p>The enrichment program for visiting Korean students demonstrated the importance of a safe environment for exploration, discussion, and experimentation to encourage students' interest in learning. Korean students noted that they were not accustomed to being questioned and asked to express their opinions in class. Visiting Korean students achieved very high marks, but they did not enjoy the learning process in Korea. However, they were delighted with open-ended questions and problem-based learning while participating in the program offered by the Center. They found the creative and critical-thinking learning environment highly motivating compared with the strictly structured class environments they are used to in Korea ([<reflink idref="bib14" id="ref22">14</reflink>]).</p> <hd id="AN0181250284-9">New Programs at the Center</hd> <p>With the desire to serve more students, we added two new programs starting in the summer of 2024 and summer of 2025: The Optimist Project and William & Mary Talent Identification Program.</p> <hd id="AN0181250284-10">The Optimist Project (TOP)</hd> <p>In partnership with the Jack Kent Cooke Foundation (JKCF), the Center hosts a 2-week program on the W&M campus. The Optimist Project aims to build students' leadership capacity and positive future orientation by exploring intergroup relations' history and modern challenges. The W&M campus is located in Williamsburg, VA, which was the political, cultural, and educational center of the American colonies in history, providing a foundation for studying relationships among Europeans, Native Indians, and Africans over time. The program will take place as a residential program starting in the 2024 summer. In addition to the rich experience of a residential program, there are three academic components:</p> <p></p> <ulist> <item> 1. Exploring Intergroup Conflict in U.S. History (27 hours of lessons)</item> <p></p> <item> 2. Developing the Leader in You (6 hours of lessons)</item> <p></p> <item> 3. A Strengths-Based Approach to Bringing About Change (3-hour lesson)</item> </ulist> <p>Throughout this 2-week program, lessons are designed to understand the role of individuals to serve as leaders to build a foundation of students' leadership abilities. Three components of lessons of history, leadership, and appreciative inquiry are designed with lectures, hands-on activities, and field trips to historic sites throughout the region including Colonial Williamsburg and Jamestown Settlement. In addition to visiting historic sites at Williamsburg, a 3-day visit to Washington D.C. was designed to act as a transition from historical events to current issues and the future. Students will have time to meet people who played the role of leaders allowing them to imagine themselves in leadership roles in the nation's capital. The program expects that students can understand the importance of leaders' roles, visualize themselves as leaders, and identify ways to change their communities. At the end of the program, students present their final projects professionally. Staff members, instructors, and peers will be invited to attend the presentations. Parents will be provided with a live stream so they may also enjoy their student's presentations.</p> <hd id="AN0181250284-11">William & Mary Youth Talent Search (WM-YTS) Program</hd> <p>In the 1970s, Julian Stanley, an advocate of accelerated education for academically gifted children and founder of the Johns Hopkins University Center for Talented Youth (CTY), led a research project of the Study of Mathematically Precocious Youth (SMPY) where he and his team of doctoral students considered the <emph>Scholastic Aptitude Test</emph> (SAT) a powerful tool to identify advanced mathematical and verbal reasoning abilities in middle school students ([<reflink idref="bib16" id="ref23">16</reflink>]; [<reflink idref="bib23" id="ref24">23</reflink>]; [<reflink idref="bib24" id="ref25">24</reflink>]). Stanley recognized that identifying talent should be aligned with challenging programs to provide appropriate instruction based on the identified talents of students. Following this model, university-based talent search summer programs sprang up nationwide to meet high-ability students' needs ([<reflink idref="bib2" id="ref26">2</reflink>]). University-based talent search programs have several benefits, such as providing diverse instructional formats and flexible curricula to meet students' needs. These programs provide an opportunity to work with field experts, leading to career guidance for students ([<reflink idref="bib2" id="ref27">2</reflink>]).</p> <p>The Center is committed to providing opportunities for talented middle and high school students to gain exposure to rigorous academic coursework and to communities of talented peers on the William & Mary campus. The new talent search program will be devoted to discovering students' talent and challenging them to perform their best in their areas of interest. In the summer of 2025, the Center plans to offer 2 weeks of residential or day programs for rising 7<sups>th</sups>- to 9<sups>th</sups>-grade students. As in Stanley's original talent search program, a college entrance exam, the ACT, will be used to discover the students' talent. The purpose of these tests is not to label students but to indicate their readiness for advanced and challenging work. Eligible students can select one of the rigorous courses offered and spend 2 weeks working with instructors to learn through hands-on lessons and activities, gaining a comprehensive understanding and knowledge of their selected topic.</p> <hd id="AN0181250284-12">Benefits Across All Programs</hd> <p>Participants in Center programs enjoy the added benefit of developing peer support networks when they join the programs. Students accepted by their peers tend to have positive social relationships with friends ([<reflink idref="bib5" id="ref28">5</reflink>]; [<reflink idref="bib15" id="ref29">15</reflink>]). Providing opportunities to develop peer group networks is beneficial for gifted students, equipping them with valuable social interaction skills. Throughout the educational programs for gifted students, the Center provides opportunities to build relationships with peers who share their academic and career interests in an enriched learning environment. While their children are involved with university-based programs, parents can build networks to share resources for their children's education and career development and to advocate for their children's education. Also, mentorship provides opportunities for a less experienced individual to reach a key life goal by working with a more knowledgeable and professional individual ([<reflink idref="bib1" id="ref30">1</reflink>]; [<reflink idref="bib18" id="ref31">18</reflink>]). Mentorship relationships provide career exploration opportunities, research experiences, and in-depth academic knowledge within students' interest areas.</p> <hd id="AN0181250284-13">Lessons Learned and Challenges/Solutions</hd> <p></p> <ulist> <item> • The university has a spectacular campus full of activities. The university prioritizes the college students' classes and activities, and securing optimal space for our programs was challenging. To continue operating effectively and efficiently, we have strategically planned our programs to take advantage of the spaces available for our participants throughout the year. Building good relationships with other departments within the university helped to secure the optimal space needed, such as particular labs.</item> <p></p> <item> • After the pandemic, we have needed to face and overcome challenges. Registrations for all fee-based programs have decreased. We have tried virtual sessions, but in-person programs are the best session format to maximize the benefits of programs. We have tried to increase the publicity of our programs using social media and parent networks. In addition, we learned that securing high-quality instructors and speakers was one of the key factors of success. We work hard to maintain the quality of instructors and curriculum to keep up with the reputation of our programs. We put effort into building the educator network around the area to find and retain high-quality instructors and speakers.</item> <p></p> <item> • Regarding the budget, we had to deal with increased expenses after the pandemic. The minimum wage doubled within the last 3 years, and all the costs increased steeply. We had to work with several ways to avoid being overwhelmed by the increased cost of facilitating the programs. We tried to maximize the number of students (16 students per class) and cancel the class if the registration per class was under 10. In addition, we used to provide all the class materials, but now, parents need to prepare the class materials. For a 4-week residential program, we created a "weekend at home" so that students return home for a weekend, reducing room and board and staff member's hourly salary expenses.</item> </ulist> <hd id="AN0181250284-14">Conclusion</hd> <p>The pre-collegiate programs at the Center for Gifted Education have served high-ability students and their parents and have continued to grow over the years. Many partnerships and collaborations have made it possible to provide quality programs at the Center for Gifted Education to serve diverse, high-ability student populations. Local schools, parents, teachers, diverse volunteers, professionals in diverse career fields, faculty members from several universities, school counselors, educators, W&M admission office, VIMS, Physics department at W&M, Geology department at W&M, IT department, Washington DC Center of W&M, the Reves Center for International Studies at W&M, libraries, college student volunteers, transportation company (Oleta), JLAB, VDOE, and other numerous partners and collaborators made the programs effective to serve high-ability students. With all the support and passion to support high-ability students, we continue to strive to provide appropriate educational opportunities for high-ability students.</p> <hd id="AN0181250284-15">ORCID iD</hd> <p>Mihyeon Kim https://orcid.org/0000-0002-4237-6247</p> <ref id="AN0181250284-16"> <title> References </title> <blist> <bibl id="bib1" idref="ref30" type="bt">1</bibl> <bibtext> Anderson E. M., Shannon A. L. (1998). Toward a conceptualization of mentoring. Journal of Teacher Education, 39(1), 38–42. https://doi.org/10.1177/002248718803900109</bibtext> </blist> <blist> <bibl id="bib2" idref="ref26" type="bt">2</bibl> <bibtext> Assouline S. G., Lupkowski-Shoplik A. (2012). The talent search model of gifted identification. Journal of Psychoeducational Assessment, 30(1), 45–59. https://doi.org/10.1177/0734282911433946</bibtext> </blist> <blist> <bibl id="bib3" idref="ref8" type="bt">3</bibl> <bibtext> Berger S. (1998). College planning for gifted students. The Council for Exceptional Children.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref15" type="bt">4</bibl> <bibtext> Center for Gifted Education. (2008). A twenty-year history of the center for gifted education. Kendall-Hunt.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref28" type="bt">5</bibl> <bibtext> Cohen R., Duncan M., Cohen S. L. (1994). Classroom peer relations of children participating in a pull-out enrichment program. Gifted Child Quarterly, 38(1), 33–37. https://doi.org/10.1177/001698629403800105</bibtext> </blist> <blist> <bibl id="bib6" idref="ref9" type="bt">6</bibl> <bibtext> Hébert T. P., Olenchak F. R. (2000). Mentors for gifted underachieving males: Developing potential and realizing promise. Gifted Child Quarterly, 44(3), 196–207. https://doi.org/10.1177/001698620004400307</bibtext> </blist> <blist> <bibl id="bib7" idref="ref4" type="bt">7</bibl> <bibtext> Hirsch D. J., Savitz-Romer M. (2007). From college access to college success: College preparation and persistence of BPS Graduates. Boston Higher Education Partnership.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref16" type="bt">8</bibl> <bibtext> Hudak B. (2024). Unleashing potential: The benefits of engagement in extracurricular activities for gifted and talent children. Parenting for High Potential, 13(1), 7–9. https://www.uptodate.com/contents/obesity-in-adults-role-of-physical-activity-and-exercisehttps://nagc.org/global_engine/download.aspx?fileid=8969CF07-6CDB-4F80-980A-3345C4ADB1A9&ext=pdf</bibtext> </blist> <blist> <bibl id="bib9" idref="ref11" type="bt">9</bibl> <bibtext> Hynes K., O'Connor S., Chung A. (1999). Literacy: Exploring strategies to enhance learning in after-school programs. NIOST, Wellesley College.</bibtext> </blist> <blist> <bibtext> Kim M. (2013). Focusing on the future: Experience from a career-related program for high-ability students and their parents. Gifted Child Today, 36(1), 27–34. https://doi.org/10.1177/1076217512465283</bibtext> </blist> <blist> <bibtext> Kim M. (2015). University based precollegiate programmes. In Robins J. H. (Ed.), Gifted education in Ireland and the United States (pp. 162–178). CTYI Press.</bibtext> </blist> <blist> <bibtext> Kim M. (2016). A Meta-analysis of the effects of enrichment programs on gifted students. Gifted Child Quarterly, 60(2), 102–116. https://doi.org/10.1016/j.foodchem.2016.04.084</bibtext> </blist> <blist> <bibtext> Kim M. (2021). Intensive learning experience: Development of STEM mentorship program for high school gifted students. Gifted Child Today, 44(4), 228–235. https://doi.org/10.3390/bios11070228</bibtext> </blist> <blist> <bibtext> Kim M., Schmidt A. (2013, spring). Experience of Korean gifted students at a U.S. Academic enrichment program. In Teaching for High Potential (pp. 8–9). NAGC.</bibtext> </blist> <blist> <bibtext> Košir K., Horvat M., Aram U., Jurinec N. (2016). Is being gifted always an advantage? Peer relations and self-concept of gifted students. High Ability Studies, 27(2), 129–148. https://doi.org/10.1080/13598139.2015.1108186</bibtext> </blist> <blist> <bibtext> Lupkowski-Shoplik A., Benbow C. P., Assouline S. G., Brody L. E. (2003). Talent searches: Meeting the needs of academically talented youth. In Colangelo N., Davis G. A. (Eds.), Handbook of gifted education (3rd. ed., pp. 204–218). Allyn & Bacon.</bibtext> </blist> <blist> <bibtext> McCoach D. B., Siegle D. (2003). The structure and function of academic self‐concept in gifted and general education students. Roeper Review, 25(2), 61–65. https://doi.org/10.1080/02783190309554200</bibtext> </blist> <blist> <bibtext> McLaughlin C. (2010). Mentoring: What is it? How do we do it and how do we get more of it? Health Services Research, 45(3), 871–884. https://doi.org/10.1111/j.1475-6773.2010.01090.x</bibtext> </blist> <blist> <bibtext> Miller A. (2002). Mentoring students & young people: A handbook of effective practice. Kogan Page.</bibtext> </blist> <blist> <bibtext> Olszewski-Kubilius P., Lee S. Y. (2004). The role of participation in in-school and outside-of-school activities in the talent development of gifted students. Journal of Secondary Gifted Education, 15(3), 107–123. https://doi.org/10.4219/jsge-2004-454</bibtext> </blist> <blist> <bibtext> Olszewski-Kubilius P., Limburg-Weber L. (1999). Options for middle school and secondary level gifted students. Journal of Secondary Gifted Education, 11(1), 4–10. https://doi.org/10.4219/jsge-1999-615</bibtext> </blist> <blist> <bibtext> Schroth S. T., Collins C., Treffinger D. J. (2012, November). Levels of service: Contemporary inclusive programming for talent development. In Paper presented at the Annual meeting of the national Association for gifted children, Denver, CO.</bibtext> </blist> <blist> <bibtext> Stanley J. C. (1990). Leta Hollingworth's contributions to above‐level testing of the gifted. Roeper Review, 12(3), 166–171. https://doi.org/10.1080/02783199009553264</bibtext> </blist> <blist> <bibtext> Stanley J. C., Benbow C. P. (1981). Using the SAT to find intellectually talented seventh graders. In The College Board Review. ERIC. https://files.eric.ed.gov/fulltext/EJ260028.pdf</bibtext> </blist> <blist> <bibtext> Van Tassel-Baska J., Stambaugh T. (Eds.), (2007). Overlooked gems: A national perspective on low-income promising learners. National Association for Gifted Children. https://files.eric.ed.gov/fulltext/ED494579.pdf</bibtext> </blist> </ref> <ref id="AN0181250284-17"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> </ref> <aug> <p>By Mihyeon Kim; Conor Dibble and Ashley Morris</p> <p>Reported by Author; Author; Author</p> <p></p> <p>Mihyeon Kim, PhD, EdD, is the Director of the Pre-Collegiate Learner Programs at the Center for Gifted Education, William & Mary. She develops and implements academic services for K-12 students for various student populations, including Saturday, summer, day, and residential programs. Under her leadership, K-12 programs at the Center for Gifted Education, William & Mary, expanded their educational services to international students. Her passion for serving diverse students led her to be staunchly committed to providing educational opportunities to financially disadvantaged students. She is dedicated to making a difference in the lives of high-ability students who may not have been given out-of-school educational opportunities.</p> <p>Conor Dibble, BS, graduated from George Mason University in 2012 with a BS in Health, Fitness, and Recreation Resources and a concentration in Therapeutic Recreation. He has worked in Youth Development programs for 12 years and is passionate about impacting and inspiring the next generation, so they can make a positive difference in their communities. He has been with the Center for Gifted Education for nearly 2 years and is eager to continue to expand our catalog of programs to fulfill the needs of the gifted community.</p> <p>Ashley Morris, BA, has worked with day and residential youth programs for over 18 years. She obtained her bachelor's degree in psychology and sociology from the University of Massachusetts at Boston in 2013. She has worked at William & Mary for 1 year and is loving every minute of it! With goals of expanding residential and day programs, Ashley looks forward to seeing what we can accomplish next.</p> </aug> <nolink nlid="nl1" bibid="bib11" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib12" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib17" firstref="ref5"></nolink> <nolink nlid="nl4" bibid="bib25" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib22" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib19" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib20" firstref="ref12"></nolink> <nolink nlid="nl8" bibid="bib21" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib10" firstref="ref17"></nolink> <nolink nlid="nl10" bibid="bib13" firstref="ref18"></nolink> <nolink nlid="nl11" bibid="bib14" firstref="ref22"></nolink> <nolink nlid="nl12" bibid="bib16" firstref="ref23"></nolink> <nolink nlid="nl13" bibid="bib23" firstref="ref24"></nolink> <nolink nlid="nl14" bibid="bib24" firstref="ref25"></nolink> <nolink nlid="nl15" bibid="bib15" firstref="ref29"></nolink> <nolink nlid="nl16" bibid="bib18" firstref="ref31"></nolink>
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  Data: University-Based Pre-Collegiate Programs for Gifted Students at William & Mary
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  Data: From its inception, the Center for Gifted Education at William & Mary has been committed to the education of gifted students. Dr. Joyce VanTassel-Baska, founder of the CFGE, created a learning environment to work directly with gifted students and parents by providing diverse university-based pre-collegiate programs in both residential and daily program formats. The programs offered were designed to provide challenging academic content and support to develop social, communication, and leadership skills. There are many benefits to gifted students from participating in university-based pre-collegiate programs. This article introduces the diverse pre-collegiate programs hosted by the CFGE, the components of those programs, and their effectiveness.
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      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1076-2175
            – Type: issn-electronic
              Value: 2162-951X
          Numbering:
            – Type: volume
              Value: 48
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Gifted Child Today
              Type: main
ResultId 1