Dr. Megan Foley Nicpon, Director, Belin-Blank Center
December is always a whirlwind. At work, I’m juggling meetings, grading, writing, and deadlines. At home, I’m preparing for the holidays, so I’m buying and wrapping gifts, decorating, celebrating with family and friends, and eating! It’s a joyful and hectic time.
It’s easy to get caught up in the busyness of the season rather than focusing on what is more important to me: gratitude. I’m grateful for a career that has been both challenging and fulfilling and has allowed me to focus on my family. I’m also grateful I’ve spent that career at the University of Iowa and the Belin-Blank Center.
At the Belin-Blank Center, I am thankful for the talented faculty and staff who make our mission possible. Because of their dedication, we provide opportunities in the arts, humanities, and sciences for academically advanced students from elementary school through college. We train Iowa educators to work with academically advanced students and offer crucial mental health support to twice-exceptional learners. We provide outreach and grant support to Iowa schools, present across the state and nation, and contribute to research on acceleration and twice-exceptionality. I am grateful because our work impacts students and educators across Iowa and beyond.
Thank you to Paige, Patience, Bridget, Ashlee, Brian, Mike, Emily, Michael, Zeus, Katie, Jill, Ann, Jolene, Randy, Josh, and Isaac, and the many graduate and undergraduate students who show up every day for advanced learners. I am grateful for and humbled by you.
Here’s to a wonderful end of the semester for our teachers, students, and families. Wishing you all peace, gratitude, and happiness in 2026!
It’s December, so that means the nomination portal for the Blank Summer Institute for the Arts & Sciences (BSI) is open!
Read our article to learn more about the program and how to formally identify students as potential applicants.
About the Program
BSI is the perfect place for curious, high-ability 7th- and 8th-grade Iowa students to explore a topic they love at the University of Iowa.
Students stay in a dorm, eat at a university dining hall, and enjoy group activities around campus with like-minded peers. The program ends with a celebratory showcase where parents and guardians can visit and see a bit of what students have learned and created. It’s all the joy of summer camp with a focus on cultivating a love of learning!
Each BSI student receives a $900 scholarship to cover the majority of the program’s $1,300 tuition. Please email [email protected] to inquire about financial aid opportunities if you suspect the remaining cost may be a barrier to participation.
Students must be Iowa residents to be eligible for BSI.
Summer 2026 Topics
June 14–19:
Lab Science
Math Problem Solving
Performing Arts
Visual Arts
June 21–26:
Creative Writing
Engineering
Field Science: Application of Meteorology in Field Ecology
Graphic Arts & Design – Crafted, Digital, and Print
How to Nominate Students
Educators, school counselors, and administrators can nominate students to apply for BSI — and only students who have been nominated can apply for the program. Students who are identified by their schools who wish to be considered must submit their own application before the deadline of February 2.
We recommend that school personnel formally identify potential applicants by mid-January so that students can submit their applications by the deadline. Unfortunately, late applications cannot be considered.
Once nominated, students will receive an application link via email. Applicants must submit an informal transcript, brief essay, and a teacher recommendation. Although school personnel can nominate students for up to two classes per application cycle, students may only apply for one.
Nomination Portal Walkthrough
1. Navigate to belinblank.org/bsi and scroll down to the “How to Apply” section.
2. Submit the CAPTCHA.
3. Select your school and hit “Proceed”.
4. On the next page, fill out the form and hit “Submit”.
5. On the next page, click “New” to add each student you’d like to nominate.
7. The following field should pop up upon clicking “New”. Enter the student’s information, click “Save”, and you are done!
By Amy J. Peterson (Athens City SD, Ohio) & Ann Lupkowski-Shoplik (Belin-Blank Center, Univ of Iowa)
A successful approach to academic acceleration is to identify one person responsible for ensuring acceleration decisions comply with school policy and practices. This person is sometimes called an “acceleration coach,” because they promote and facilitate acceleration practices.
Acceleration coaches play a vital leadership role in the district, with a primary responsibility for managing information for all stakeholders. There is a lot of information to share, such as brochures explaining the district’s acceleration practices to families, research articles for teachers, and tips for students. How can a coach streamline information management to ensure families, students, and teachers receive key details at opportune times?
To avoid information overload, we suggest that coaches prioritize critical resources by creating a clear timeline in the form of a checklist to ensure everyone is informed, educated, and reassured at relevant points during the multistep process.
Below is a sample checklist for tracking the important information needed for the process of acceleration in one district. For each of the steps, the key players are listed (families, educators, and students) and relevant information is listed in chronological order:
Step 1: Referral (may be made by parent, school, or student)
Step 2: Screening and Testing
Step 3: Teacher meeting
Step 4: Parent Meeting (including all relevant team members except the student)
An acceleration coach takes on many roles and responsibilities throughout the comprehensive acceleration process. By using a checklist to organize and share resources at key points, they ensure compliance with state and local policies while maintaining thorough documentation for each student. Delivering clear, timely information helps families and educators anticipate the next steps, making the process easier to navigate and more successful for everyone.
Does this blog spark some ideas, questions, or comments about acceleration “coaches?” We would love to hear from you! Email [email protected] with your thoughts.
There is still time to register your students for the spring semester of the Iowa Online Advanced Placement Academy (IOAPA)! Registrations close December 12.
The Belin-Blank Center partners with the UI College of Education to provide Iowa Licensure Renewal Units through workshops and other professional learning opportunities. The College of Education also provides ILRC opportunities not affiliated with the Belin-Blank Center that are also of interest to educators of high-ability learners.
…is an intensive one-week residential summer program for those among Iowa’s most talented 7th- and 8th-grade students. Students must be nominated by a teacher, school counselor, or administrator, and then must submit a personal application to be considered.
June 14-19, 2026:
Lab Science
Math Problem Solving
Performing Arts
Visual Arts
June 21-26, 2026:
Creative Writing
Engineering
Field Science: Application of Meteorology in Field Ecology
Graphic Arts & Design – Crafted, Digital, and Print
…is a summer commuter program designed specifically for who want to thoroughly explore a topic, all while having fun with other kids who share their enthusiasm for learning!
…is an immersive 3-week online residency program that will take place July 6-24, 2026. The synchronous course featuring three and a half hours of interactive class time each day for students to create community with other talented young writers.
…is a 6-week highly selective research opportunity. Students assist with research typically reserved for advanced undergraduate and graduate students in established labs on the University of Iowa campus.
Upcoming Information Sessions
January 15:Academy for Twice-Exceptionality (prospective University of Iowa undergraduates who are high-ability and neurodivergent)
January 15:Bucksbaum Early Entrance Academy (prospective University of Iowa undergraduates on track to finish K-12 schooling in less than 13 years)
We are here to help you reach your full potential as an educator so that your future students can reach theirs. Here are our upcoming courses for masters, PhD, and graduate-level nondegree-seeking students!
We are excited to brag about one of our fantastic Weekend Enrichment instructors — who also happens to be a permanent staff member at the Belin-Blank Center!
Mike Keller-Wilson, who holds a Bachelor of Fine Arts in Creative Writing, taught Creative Writing: Building Fantastical Worlds from Dungeon & Dragons to Warrior Cats and Beyond this fall.
What is your main professional role? Outside of being an occasional instructor, my main role is actually at the Belin-Blank Center as an administrator for various student programs. In addition to overseeing these Weekend Enrichment courses, I also help with our summer programs: Junior Scholars Academy (JSA) for students in grades 3 to 6 and Blank Summer Institute (BSI) for students in grades 7 and 8.
What got you interested in your class topic or why do you think it is helpful for students? During my years in the classroom, I often used to tell my seventh-grade students that learning to write was really about learning to think. Everyone can benefit from being able to express their thoughts clearly and creatively. It’s an idea I have been passionate about since the career day in sixth grade when I panicked and jotted down “writer” for my future profession. For now, I’m grateful to be able to share my interest in writing with students and I hope that I’m able to tap into some of our shared nerdy interests (see: D&D and Warrior Cats) to help get them invested in the process.
What is your favorite part of working with these students and this program? I love that these Weekend Enrichment classes are great places to explore new topics and experiment with new ideas. Without grades or formal evaluations, students are generally open to following their interests and creativity. As an instructor, it’s always a joy to help guide that interest and encourage them to dive deeper.
Anything else you’d like to share? For my class in particular, I had a blast helping students create Lord of the Rings-inspired fantasy maps using watercolor paper and coffee grounds! Though it did leave me with Folger’s-scented fingers for the rest of the day.
The IOAPA team is always keeping an ear out for ongoing discussions in the world of education. Recently, we were discussing this article written by Dr. Adam Tyner regarding the significance of taking calculus in high school. Dr. Tyner notes that calculus is a gold star in the college applications of students who want to demonstrate their academic achievement and drive. However, Dr. Tyner notes something interesting: it is statistics – not calculus – that is more widely used across majors in college.
Speaking from personal experience as a Counseling Psychology PhD student, our field absolutely utilizes statistical paradigms to navigate discussions of research and clinical work. The Belin-Blank Center has its very own Assessment and Counseling Clinic, where statistics are frequently used to conceptualize the profiles of children and adolescents coming in for assessment. Other Belin-Blank staff members use statistics in their research on academic acceleration or on creating educational opportunities for Iowa students. Indeed, statistics is a valuable and more widely utilized language of mathematics used by students across majors, and Dr. Tyner argues that AP Statistics, as well as computer science and data science should also be used to consider students’ academic rigor, alongside the classic AP Calculus. We also see the value in this as it relates to students’ varying interests and the ever-changing popularity and demand of work in response to how the world develops. What a fantastic discussion!
They say, “It takes a village to raise a child.” In the IOAPA program, we believe this to be true in the spirit of working together to support students’ education; truly, it’s a team effort! Recently, we asked some of our most successful mentors about what they did to support students, and they provided some great insights that will be especially helpful to our newer mentors.
First, we asked mentors about how frequently they met with students, and overwhelmingly they said they met several times per week. Many IOAPA students are at the age where they are developing and honing their executive functioning skills and soft skills related to working; checking in with students frequently and helping them build structure around their routine is very helpful! This is also a great way to see how students are doing in general and helps them feel connected and supported.
We also asked mentors about the student timelines or pacing guides provided by our vendors, Project STEM and Edmentum. Successful mentors typically followed these pre-established timelines, but noted that students often fall behind, which is a typical side effect of taking on new challenges like AP classes! When students fell behind, mentors were quick to be supportive and help students mitigate stress from assignment buildup. Successful mentors frequently reported carving out time for students to work on their assignments, checking in with them regularly about their progress, and utilizing tools such as Google Classroom and online reports to share updates with parents. Mentors also report that they are flexible with timelines with students to help support them!
The IOAPA team is very grateful to all our mentors for their determination, drive, and effort in supporting IOAPA students. Thank you for all that you do!
Dr. Megan Foley Nicpon, Director, Belin-Blank Center
“Who was your favorite teacher growing up?” Most of us can answer that instantly.
Mrs. Smith was that teacher for me. Her high school English and speech classes were joyful, challenging, and transformative. She was immensely smart, cared about her students, and taught class in a way that none of us realized how much we were learning because we were having so much fun! Mrs. Smith was kind but also pushed me to excel and believe in my ability to take educational and creative risks. Because of her, I wanted to read more, think more deeply, and fully commit to my learning journey.
We each have our own reasons for remembering a favorite teacher. Maybe they believed in you, made learning fun, made you laugh, or simply showed they cared. Maybe they saw your talents and helped you grow.
At the Belin-Blank Center, we strive to help Iowa educators develop students’ talents. That’s why we launched the Talent Development Recognition Awards, thanks to a generous endowment from longtime supporters Henry B. and Jocelyn Wallace. These awards will fund seven Iowa schools’ talent development projects during the 2025-2026 school year:
Ames Community School District – Art Department & Extended Learning Program
Des Moines Public Schools — Math Department & Advanced Learning Department
Lone Tree Community School District — Elementary Talented and Gifted Program
Maquoketa Community School District — Talented and Gifted Program
Marshalltown Community School District — Extended Learning Program (XLP)
Waterloo Community School District — Talented and Gifted Middle School Team
West Des Moines Community Schools — K-6 Gifted/Talented Program
Our goal is to empower outstanding teachers to bring advanced learning opportunities to their students to nurture their ideas, passion, and potential.
More than ever, I feel a sense of urgency to recognize teachers and their efforts to support talented youth. These educators give so much of themselves and for many students, they become that memorable, favorite teacher.
Cheers to this year’s awardees and to all the Iowa educators who change the lives of Iowa’s advanced learners.
Students on the last day of the program before presenting their research posters to their families and University of Iowa community members.
The intensive Secondary Student Training Program (SSTP) at the Belin-Blank Center is truly an experience like no other — and this summer’s was not one to forget.
High school students fresh out of grades 10 and 11 assisted University of Iowa graduate students and faculty in their research labs, studying topics ranging from engineering to geographical and sustainability sciences to pre-medieval Asia. In Dr. Scott. K. Shaw’s lab, students tackled the real-world challenge of effective carbon dioxide recycling, and students researched behaviorism in Dr. Edward Wasserman’s Department of Psychological and Brain Sciences Lab.
It was easy to forget just how young the students are as they diligently and successfully tackled research that is usually reserved for advanced undergraduates.
Not a minute was wasted this summer. Outside of class, Belin-Blank Center staff led students through structured yoga and improv outside — the rationale being that yoga helps emphasize the importance of self-care and that improv exercises one’s creativity. On Tuesday and Wednesday evenings, Counseling Psychology graduate students rounded out students’ preliminary understandings of research through lessons on skills they might not have picked up in the lab, including how to make formal academic posters.
Fridays through Sundays, Belin-Blank Center staff supervised activities such as bowling, and students often had the opportunity to explore downtown Iowa City with their new friends. Students had ample time on Sundays to practice in the Voxman Music Building, attend religious services, welcome family visitors, or do (almost) whatever else they wanted.
The bottom line of the program is that students learn the nitty-gritty of research, including what it is like to work in a university lab and what their college careers and beyond might look like.
“Students [also] learn self-advocacy through potentially having hard conversations with mentors,” says lead program coordinator Ashlee Donithan.
Donithan noted how surprised she was how talented SSTP students often are across dramatically different talent domains. She said that this summer there was a medical research student who was also stellar in theatre.
SSTP ophthalmology student Aashni S. — one of the students we had the pleasure of interviewing — said that all the people she met through her research journey had been “had been nothing short of inspiring.” Madeline C., who studied psychiatry and early developmental neurodevelopment described her summer as “such an amazing experience.”
Visit belinblank.org/sstp to learn more about the Secondary Student Training Program!
The Weekend Enrichment program at the Belin-Blank Center provides exciting learning opportunities for students in grades 3-8. The fall offerings are as follows:
Saturday, October 11(Last chance — registrations close soon!)
The Scholastic Art & Writing Awards program is the nation’s longest-running and most selective recognition program of its kind — and the Belin-Blank Center is the Iowa and Midwest Region-at-Large affiliate! Scholastic Art & Writing celebrates creative teens with awards, exhibition opportunities, publications, and scholarships. Any student in grades 7-12 who is at least 13 years old can enter.
The application portal opens in early October, and submissions will be due Monday, December 8. Visit the official Art & Writing website to learn more!
The Academy for Twice-Exceptionality is for undergraduate students at the University of Iowa who are both high-ability and neurodivergent. Although all students who identify as neurodivergent and/or twice-exceptional are welcome to apply, the fledging program has historically been geared towards the support needs of autistic individuals.
The upcoming information sessions for the 2026 cohort — both of which are online — are October 2 and January 15 at 6 p.m.
The Bucksbaum Early Entrance Academy is available to undergraduate students at the University of Iowa who finish K-12 schooling in less than the traditional 13 years. The upcoming information sessions for the 2026 cohort — all of which are online — are October 2, December 4, and January 15 at 6 p.m.
We are excited to work with as many students and their families as possible this semester — and beyond!
Now is a great time to think about whether you would like to enroll or re-enroll as an IOAPA mentor for students at your school next semester. Registration opens November 3!
The Belin-Blank Center partners with the UI College of Education to provide Iowa Licensure Renewal Units through workshops and other professional learning opportunities. The College of Education also provides ILRC opportunities not affiliated with the Belin-Blank Center that are also of interest to educators of high-ability learners.
The Certificate in Talent Development — based on the Talent Development Megamodel by Drs. Paula Olszewski-Kubilius, Rena Subotnik and Frank Worrell — explores current topics and issues related to talent development, theory, and practical models and strategies in the classroom. Both degree-seeking and nondegree-seeking professionals can apply for the program.
We are excited to introduce this year’s awardees for the Belin-Blank Center Recognition Award for Talent Development!
Cappie Dobyns – Ames Community School District
Des Moines Public Schools — Math Department & Advanced Learning Department
Lone Tree Community School District — Elementary Talented and Gifted Program
Maquoketa Community School District — Talented and Gifted Program
Marshalltown Community School District — Extended Learning Program (XLP)
Waterloo Community School District — Talented and Gifted Middle School Team
West Des Moines Community Schools — K-6 Gifted/Talented Program
This year’s awardees were selected from a strong pool of submissions that highlighted the ongoing efforts of Iowa educators to support students and talent development efforts around the state.
We are grateful to be able to take a small role in supporting these programs thanks to an endowment from Henry B. and Jocelyn Wallace of Scottsdale, Arizona — outstanding advocates for gifted students and longtime supporters of the Belin-Blank Center.
We look forward to celebrating the awardees at the annual Iowa Talented and Gifted (ITAG) conference in October.
Learn more about the awards and the application timeline for next year!
Dr. Megan Foley Nicpon, Director, Belin-Blank Center
It’s On Iowa week at the University of Iowa (UI) – a time when over 5,000 first-year students move into the dorms and participate in events designed to introduce them to Hawkeye campus life. Everyone is excited about the academic year ahead.
As a multi-year observer of On Iowa, I’ve witnessed the elaborate coordination needed to make the event possible. Hundreds of individuals across campus work tirelessly to plan and execute a week full of meaningful experiences. The result is a well-orchestrated event that helps students feel UI’s campus is their home away from home. At the heart of it all is collaboration.
At the Belin-Blank Center, collaboration is one of our greatest strengths. As a part of the UI College of Education, a college with multiple centers across four departments, we regularly partner with others to expand our impact. One of these collaborators is the Scanlan Center for School Mental Health (SCSMH). Together, we share clinic space on the 5th floor of the Blank Honors Center, where we both provide therapy, consultation, and assessment services to youth across Iowa and beyond.
Another example of our collaboration is my role as affiliated research faculty with the SCSMH. Recently, I wrote a School Mental Health Practice Brief focused on twice-exceptional learners. My hope is that this resource will help school personnel and families better understand the unique educational and mental health needs of this population.
As On Iowa wraps up and classes begin, I’m reminded of the many ways collaboration enriches our campus community. At UI and the Belin-Blank Center, we are committed to working together to discover and develop the talents of all those we serve.
Here’s to a wonderful 2025 – 2026 academic year. Go Hawks!
Following the annual meeting of the American Psychological Association (APA), we are proud to announce that Dr. Foley-Nicpon has been honored as an APA Fellow for Division 17, the Society of Counseling Psychology.
Becoming an APA Fellow reflects a distinguished career and significant contributions to the field. Fellows have:
Demonstrated superior performance in counseling psychology
Produced a comprehensive research agenda with publications in national and international journals
Advanced the mission of the division, which includes promoting psychological well-being through counseling
This recognition reflects Dr. Foley-Nicpon’s impact—both nationally and internationally—particularly for her pioneering work on twice-exceptionality, significant contributions to assessment and intervention, and superb leadership of the Belin-Blank Center.
She acknowledged the honor with a brief but insightful presentation, sharing personal and professional anecdotes that culminated in this recognition. She concluded with a reflection on how her story intersects with those of her students, colleagues, and children. She is a tireless leader who continues to inspire and elevate the field.
Blank Summer Institute (BSI) students had a blast on campus this summer, including during the annual “Wacky Olympics”.
This summer, the Belin-Blank Center enjoyed a wildly successful iteration of the Blank Summer Institute for the Arts and Sciences!
The program — typically referred to as BSI — is a one-week residential summer program for some of Iowa’s most talented 7th- and 8th-grade students in which students focus on a specific academic discipline of their choice. Unlike other Belin-Blank Center programs, students must be nominated by an educator, school counselor, or administrator, and from there, must complete an application complete with a transcript and personal statement.
An ethos of the program is that students ought to learn through hands-on activities whenever possible.
In the field science course, students took measurements of temperature, rainfall, wind, soil moisture, and more — sometimes even with basic instruments they built themselves. Students in the mathematics session learned kinesthetically by acting out the logic “hat puzzle”, in which students stood in a line each holding a colored piece of paper and were tasked to figure out the color of their own paper through inductive reasoning.
Needless to say, there was no shortage of creative output during the humanities week which comprised of classes in visual and performing arts, graphic design, and creative writing.
Given the selectiveness of BSI, students were able to learn at quite an intensive level for their age. With that said, though, BSI was certainly not all work and no play. In the words of student programs administrator Mike Keller-Wilson, there was a lot of (very supervised) “goofy nonsense” in the best way.
After classes, students made tie-dye t-shirts, bowled at SpareMe Bowl & Arcade in downtown Iowa City, socialized with friends in Catlett Residence Hall, and participated in the BSI tradition of Wacky Olympics.
BSI was a fantastic experience all around, both for the students and the resident assistants (RAs). Brooke G., an RA this summer, says that she loved “getting to know all the kids and [her] fellow RA partners and building those fun relationships and friendships, [because] everyone is so unique and has something exciting to share and bring to the table”.
“I also loved getting to see the kids grow throughout the week in their skills and discover new things about themselves and their capabilities and talents”, says Brooke.
Natalee B., a Visual Arts student, says that she would “recommend BSI to anyone looking for new opportunities and experiences, no matter their interests, because there is a BSI program for everyone!
“Not only did I learn so much, but also experienced unforgettable moments with newly made friends”, says Natalee.
Interested in nominating a student for next year’s institute? Stay tuned for details later this fall!
Last year’s Belin-Blank Center Junior Science & Humanities Symposium finalists at Nationals in the Washington, D.C. area.
If you’re a veteran subscriber to the Belin-Blank Center’s newsletter or blog, the announcement of this year’s Junior Science & Humanities Symposium (JSHS) competition cycle is probably no surprise.
But, if you’re not yet familiar with JSHS, let’s start off by making one thing clear: It’s probably way beyond your expectations for any high school science fair — and the Belin-Blank Center hosts the Iowa and Nebraska region’s competitions!
What makes JSHS an exceptional opportunity for budding scientists, and why should your students participate?
The expectations are high because we know our competitors can meet them. Students delve into the world of real scientific research and then communicate their findings like the experts.
The competition is fierce. Students don’t just compete against others at their school — they compete against some of the best in the area.
The top five presenters every year are awarded scholarship money and given the opportunity to compete at the annual JSHS national competition, all expenses paid.
“Many Will Enter, All Will Excel”: From getting to improve one’s scientific knowledge, to potentially meeting lifelong friends, there’s something every student can gain from attending the regional competition either as a presenter or as an audience member.
Any Iowa or Nebraska* high school student can submit a research proposal paper to the Belin-Blank Center website in one of the specific domains listed here starting in October.
Now is a great time for educators to encourage students who started research projects for previous competition cycles to update their findings — and encourage students who have been considering research to go for it!
*Although only Iowa and Nebraska students can apply to compete at JSHS through the Belin-Blank Center, students anywhere in the United States are encouraged to apply within their regions.
The Scholastic Art & Writing Awards program is the nation’s longest-running and most selective recognition program of its kind — and the Belin-Blank Center is the Iowa and Midwest Region-at-Large affiliate! Scholastic Art & Writing celebrates creative teens with awards, exhibition opportunities, publications, and scholarships. Any student in grades 7-12 who is at least 13 years old can enter.
The application portal will open in September (specific date to be announced) and submissions will be due Monday, December 8. Visit the Art & Writing website to learn more!
The Academy for Twice-Exceptionality is for undergraduate students at the University of Iowa who are both high-ability and neurodivergent. Although all students who identify as neurodivergent and/or twice-exceptional are welcome to apply, the fledging program has historically been geared towards the support needs of autistic individuals.
The upcoming information sessions for the 2026 cohort are September 4 and October 2 at 6 p.m.
The Bucksbaum Early Entrance Academy is available to undergraduate students at the University of Iowa who finish K-12 schooling in less than the traditional 13 years. The upcoming information sessions for the 2026 cohort are October 2 and December 4 at 6 p.m.
The Scholastic Art & Writing Awards program is the nation’s longest-running and most selective recognition program of its kind — and the Belin-Blank Center is the Iowa and Midwest Region-at-Large affiliate! Scholastic Art & Writing celebrates creative teens with awards, exhibition opportunities, publications, and scholarships. Any student in grades 7-12 who is at least 13 years old can enter.
The application portal will open in September (specific date to be announced) and submissions will be due Monday, December 8. Visit the Art & Writing website to learn more!
Students who think they have to be an adult with a fancy degree to do and present original research ought to think again. Students in Nebraska and Iowa in grades 9-12 can apply to present their findings at the 2026 Junior Science & Research Symposium next spring!
The submission portal for the JSHS Heartland region opens in October (specific date to be announced), and research proposal papers will be due Monday, January 12.
We are excited to see as many students and their families as possible this semester — and beyond!
Finishing any monumental task creates incredible feelings of satisfaction and purpose — and this year’s wildly successful return of the Belin-Blank Advanced Learner Institute (B-BALI) after a nearly decade hiatus left us especially proud.
For the unfamiliar, B-BALI isn’t a lavish vacation to the Indonesian island (fortunately though, we find that it’s pretty much just as exciting!). Rather, B-BALI is an Iowa City-based experience that helps educators learn how to better meet the needs of their advanced learners. In particular, the program focuses on practical instructional ideas, social and emotional learning, and the unique needs of students and educators in rural schools.
In collaboration with the Baker Teacher Leader Center in the greater University of Iowa College of Education, our re-imagined vision for B-BALI this summer was to provide a low-cost and on-campus experience for educators interested in learning practical strategies for their classrooms.
In the post-Zoom-based professional environment, we felt as if the in-person element would likely make the event more exciting, as well as provide interested educators the opportunities to network with each other. In addition, we realized that since we could condense the programming into one day — albeit a jam-packed one — that was the move since to prevent potentially cumbersome hotel stays.
We began with breakfast and welcome addresses by Dr. Megan Foley-Nicpon, Director of the Belin-Blank Center, and Dr. Mark McDermott, Associate Dean of the College of Education. Throughout the day, attendees enjoyed breakout sessions that focused on enriching the experiences of advanced learners in schools and also supporting their cognitive and affective needs. Topics ranged from tips for teaching twice-exceptional students to talent scouting in K-3 classrooms, collaborating to integrate talent development, and differentiation to visible thinking activities. In addition, we explored Shakespeare in the classroom and how to embrace failure by making it pretty.
Because the needs of classrooms can vary widely, it was important to us to feature presenters from a mix of both rural and urban school districts — not just in Iowa but beyond. To include as many perspectives as possible, including experts in the field who don’t serve in the classroom, we also featured University of Iowa professors and psychologists.
Our keynote speaker, Clinical Assistant Professor of School Counseling Dr. Erin Lane, rounded out the program with a heartfelt presentation about serving the whole child.
Students we serve come from all backgrounds, have varied interests and abilities, and demonstrate unique needs — and because of that, we must get to know them to know how to advocate for them and help them learn how to advocate for themselves.
Dr. Lane encouraged us to be the expert, be the space, and be the partner for our advanced learners. Challenge accepted.
The result of B-BALI 2025? An incredible day of learning for all fifty new friends and old! We hope to see you at Belin-Blank Advanced Learner Institute next year!
The National Association for Gifted Children (NAGC) recently released a position statement entitled, “Acceleration,” which introduces the concept of acceleration and offers guidance for educators and families contemplating subject acceleration or a grade skip for students.
The statement opens with the recommendation that all schools offer advanced learners the opportunity for acceleration, whether through advancement in one or more subjects (content/subject acceleration) or by skipping an entire grade (whole-grade acceleration). It provides an overview of the research on acceleration and highlights evidence of its positive impact, including long-term academic and social benefits for students. Key points from the statement include:
Acceleration promotes academic growth by moving students at a pace aligned with their abilities and readiness rather than restricting to age-based grade-level curricula.
NAGC recommends that all K-12 educational settings adopt clearly defined acceleration procedures and policies. Such policies ensure that all students have access to the benefits of academic acceleration.
The authors call it a “research-based best practice” for schools; acceleration should be considered if the level and pace of the current curriculum is not a good match with the achievements, abilities, and aptitudes of the student. Academic acceleration is a powerful educational intervention for nurturing the overall development of gifted or advanced learners.
The position statement is a valuable resource for educators and families interested in acceleration. Other important resources include:
We were fortunate to meet a student, Brielle, who would like to share her perspective with other students about her personal experience with skipping a grade. She skipped from 1st grade into 2nd grade a few years ago. This is what Brielle would like to tell other students who are considering a grade skip:
Acceleration can seem like a scary process, but with the right mindset, it’s a great opportunity to learn more and challenge yourself. If you feel unchallenged or unhappy with your current learning environment, or feel like it’s just too easy for you, this could be a great time to consider skipping a grade. In my experience, I found that I was just happier in the next grade, but acceleration is not right for everyone. The first step you should take is talking to your parents or guardians. If they agree that you could use a bigger challenge, then the next step is talking to your teacher. My parents and I decided together that skipping a grade was the best decision. I was already doing subject acceleration, and I was just more comfortable with the next grade. They consulted a psychologist who also agreed the grade skip was right for me. A gifted educator told my mother “Watch your daughter’s light and joy,” and she did. We made the grade skip when I started not enjoying school as much.
It can be difficult, depending on the school, to convince them to let you accelerate, but don’t give up. The first and most important question I would ask myself as a student is, “Where do I feel happiest and what matters most to me?” The second question is, “Where do I think I will be happiest long term?” For me, I was happiest where I was learning more, and I recognized this at a young age. I love this quote by Steve Jobs (former Apple CEO) because I think it is important to listen to what feels right to you:
“Don’t let the noise of others’ opinions drown out your own inner voice.”
For advice, I would say that when you are in the process of skipping a grade, never forget about your friends in the previous grade. Make sure to always keep in touch with old friends but also look for ways to make new ones. Following your interests and getting involved is a great way to find new friends. Keep trying and remember that it will pay off in the long run. Second, I think it is important for kids to be involved in the choice to skip a grade as well as to keep advocating for what feels right to them and what they need help with throughout the process. There may be difficult moments. If you do get mean comments, I think it is normal. Just because others may not understand your journey doesn’t mean there is something wrong with it. And just because someone is curious does not mean they think it is wrong or a problem. Lots of students regardless of a grade skip get comments for lots of different reasons. Talking these comments over with an adult is extremely helpful to give you perspective and understanding. Overall, I think most kids will be encouraging and kind, especially if the adults around you are supportive of the decision.
If you would like more tips or advice about teachers, friends, and more, make sure you visit the handout page on my website, Skip Space (https://skipspace.org/). Skip Space provides videos from professionals/students, online resources, handouts, and a blog to support students who have made the decision to skip a grade or participate in other types of acceleration. The focus of the website is student-to-student support and information.
We want you to know that you are not alone, and there are other students who have done this too! There is also an “about me” page and contacts if you would like to reach out with questions, comments, or to share your story.
Once you have skipped a grade, be sure to enjoy it! I loved being able to learn more in class. Making my grade skip successfully was made possible by a combination of things such as welcoming teachers, supportive parents, compassionate peers, and much more. For me, it was mainly how much my parents helped me along the way that made me feel comfortable and ready. They did a lot of research and consulted a psychologist in making the decision. They made sure it was something that I wanted to do. Their confidence and reassurance was helpful to me as I knew the decision had been very thoughtfully considered. We started with subject acceleration and then increased the amount of time in the new grade until I was fully transitioned in. My second grade teacher made a big banner welcoming me into my new class which I will always be grateful for. They celebrated my accomplishment and decision. The principal wanted to make sure our family was supported. My parents took in research to try to help the school understand and explained why I was not doing well where I was. I do think it is very helpful to gain support from others as much as possible. This does often mean sharing research as well as sharing your feelings as a student. Good luck with your acceleration journey, and visit my website, Skip Space, so you can leap forward with even more confidence!
Brielle, thank you for sharing your acceleration journey with other students!
Dr. Megan Foley Nicpon, Director, Belin-Blank Center
In just a few short weeks, my family celebrated two major milestones. My oldest graduated from college and my middle child graduated from high school. We marked these special occasions with several gatherings of family and friends. Seeing the joy and pride on my sons’ faces was priceless – they were experiencing the fruits of their talent development journeys. I couldn’t have been prouder.
When students graduate – from pre-school, 8th grade, high school, college, or graduate school – the first question they’re often asked is, “What’s next?” Sometimes that’s an easy question to answer. Other times, it’s more complicated. For high achievers, there can be pressure to respond with a definitive, ambitious plan. Saying, “I’m not sure what comes next,” may not feel like an acceptable option.
As educators and parents of advanced learners, we often focus on what is next. But what if the most important question isn’t about the future – but about the now?
We encourage our children to take the advanced class or join the research team to get into a “good” university. They try out for club baseball so they can start on the varsity team. What if we reframed our questions? What if we asked about the joy of the AP class that challenges their curious minds, or excitement of the U14 baseball state tournament they are playing in this weekend?
At the Belin-Blank Center, we encourage this balance every summer. Several hundred children join us to develop their talents in the arts, STEM, and humanities. They’ll also laugh over fro-yo, play games, go to the pool, and form lifelong friendships. These moments matter just as much as the academic ones.
As we enter summer, I hope all students take time to enjoy the present and the relationships they are building, even as they prepare for the future.
The Belin-Blank Center is offering Advanced Placement (AP) instruction training sessions on June 23–26, July 7–10, and July 21–24. Read our article to learn more!
The Belin-Blank Advanced Learner Institute (B-BALI) is a one-day professional learning experience on July 16 that targets meeting the needs of advanced learners so their talent area(s) are developed in school.
The annual Belin-Blank Talent Development Fellowship will be held July 13–17 on-campus of the University of Iowa. This opportunity is designed for educators with little to no professional training in teaching advanced learners.
This workshop, held on-campus at the University of Iowa on July 28–29, is a great opportunity for educators with little to no classroom research instruction experience. The workshop is an especially great opportunity for educators who want to help prepare students for science competitions such as the Junior Science & Humanities Symposium (JSHS)!
Junior Scholars Academy (JSA) is a summer commuter program designed specifically for who want to thoroughly explore a topic, all while having fun with other kids who share their enthusiasm for learning! Classes take place July 7–11 and July 14–18.
While most of the courses are full, families can apply for Greek Mythology (Grades 3–4) — as well as join the waitlists for Art (Grades 3–4) and Math of Games (Grades 5–6).
Summer Writing Online (SWO) is an immersive 3–week online residency program that takes place July 7–25. The synchronous course featuring three and a half hours of interactive class time each day for students to create community with other talented young writers.
The Twice-Exceptional Summer Academy is a two-day, semi-residential program for high-ability and neurodivergent students and their families to explore opportunities and experience life on a university campus alongside a community of like-minded peers. There are still seats in the College Readiness session (June 30 – July 1) and the Expression Through the Arts session (July 21–22).
The Academy for Twice-Exceptionality is for undergraduate students at the University of Iowa who are both high-ability and neurodivergent. Although all students who identify as neurodivergent and/or twice-exceptional are welcome to apply, the fledging program has historically been geared towards the support needs of autistic individuals.
The next information session, which is virtual, is July 23
The Bucksbaum Early Entrance Academy is available to undergraduate students at the University of Iowa who finish K-12 schooling in less than the traditional 13 years. The next information session, which is virtual, is July 23.
Don’t miss out on your last chance to join us this summer!
In service of the talent development model spearheaded by Drs. Rena Subotnik, Paula Olszewski-Kubilius, and Frank Worrell, the Belin-Blank Center is excited to help five Iowa educators kickstart talent development opportunities in their schools!
Thanks to last year’s Recognition Award, PACT Resource Specialist Sara Yedlik from Cedar Rapids was able to provide SpinTronics — among other learning tools —for her students.
The 2025 Recognition Award for Talent Development will provide educators with up to five thousand dollars in funding for classroom projects that help students develop their skills in areas of academic aptitude. All educators in the state are welcome to apply, but please note that preference will be given to those who have not yet been awarded.
Visit belinblank.org/recognition to learn more about the opportunity and begin your application survey today! Submissions are due July 31.
“The grant has helped us so much this year and was absolutely able to help with the talent development we described in the grant application … [we] can’t thank you enough!” — Joslyn Hagener, 2024 Recipient
Left to right: Erin Chen, James Peng, Caleb Rowe, Henry Zou, and Noah Shin
Many of us have fond memories of the science fair — but few can say they have competed at the highest level. In April, the Belin-Blank Center proudly sent five outstanding students to the 63rd annual Junior Science & Symposium (JSHS) national competition in Chantilly, Virginia.
Peng and Chen delivered oral presentations in biology, and Shin, Rowe, and Zou presented in the poster division. Shin presented on the hippocampal volume in patients with Alzheimer’s disease. Zou placed first in the Math and Computer Science division, and Rowe placed second in the Chemistry division. Qualifying to present at the national level is a huge accomplishment in itself, and we know the future is bright for all of our competitors!
The official document of student research abstracts can be found here. Visit belinblank.org/jshs to learn more about the competition and how your students can get involved in the fall!
Although summer is a great time to recharge from the school year, catch up with friends, and relax, curious students often also enjoy using the time to pursue extra intellectual challenges. We have curated a list of digital resources that students of all ages and their families can utilize — for free!
Perhaps a student in your school seems underchallenged by the curriculum. Maybe you have been wondering if a grade skip would be appropriate for this student, but you’re not sure where to begin. A great deal of research supports academic acceleration for carefully selected students!
At the Belin-Blank Center, we provide many resources to help you through the process. You can find a lot of this research on the Acceleration Institute website as well as in the publication, A Nation Empowered. We also offer the Integrated Acceleration System — an online instrument that helps you gather the information needed to make an informed, objective decision about moving a student up a grade.
A picture of sailboats generated by AI.
The Integrated Acceleration System (“the System”) was carefully developed to include a team made up of a facilitator, parents/guardians, a current teacher, and a future teacher. Other individuals who might be on the team include administrators, counselors, school psychologists, and others who know the student well. Team members contribute information helpful to the decision-making process by completing online forms, and they meet at least once as a group to discuss that information.
One facilitator (often a TAG coordinator or school administrator) oversees the process and works through a series of modules to collect data regarding academic achievement, aptitude, ability, demographics, student feedback, current classroom teacher feedback, and parent feedback.
At the end of the process, the System generates a draft report that is several pages long. It includes a recommendation about the suitability of an accelerated placement for the student. It also includes an appendix that reports all the information that has been gathered to inform the decision. Team members read the draft report and come to the meeting prepared to discuss questions and provide additional information, if needed. During the meeting, the team comes to consensus about acceleration for the student (whole-grade acceleration, subject acceleration, or no acceleration at this time). The facilitator then produces a final report and recommendation from the System, and the team discusses a transition plan, if needed.
What People Say About the Integrated Acceleration System
“It truly takes a team, and I think approaching it collaboratively with all voices giving input is helpful in making the right decisions for students.” (Parent)
“I just wanted to let you know that we had a successful acceleration meeting using the Integrated Acceleration System today. The guidance from the modules was very helpful and provided a wonderful framework for our child study team meeting. We have agreed, as a team, to whole grade accelerate our student.” (Teacher)
“We formally completed our initial acceleration study for our 4th grade student and worked with the team in a meeting to review data and take next steps. We enjoyed the meeting format and liked the report that we got from our input. I wanted to share our positive feedback with you. We plan to use the Integrated Acceleration System again as part of our acceleration policy to help when we get a grade skipping request.” (Teacher)
Who is Using It?
Facilitators from many states and countries are using the Integrated Acceleration System, including those from Iowa, Colorado, Minnesota, Pennsylvania, Illinois, Ohio, Alaska, Wisconsin, Virginia, Washington, California, Nebraska, Missouri, Texas, Utah, Oregon, New York, Wyoming, Montana, North Carolina, New Jersey, New Mexico, Arkansas, Kentucky, Maine, Delaware, Georgia, Florida, Australia, and Panama.
For More Information
The Belin-Blank Center team developed a webinar to provide more information about the Integrated Acceleration System.
Explore the Integrated Acceleration System website.
The Belin Blank Center has long been dedicated to gifted education and talent development. As part of upholding this mission, the Iowa Online Advanced Placement (AP) Academy (IOAPA) team has been hosting a series of webinars focused on gifted and talented students in rural and small-town settings. We recently hosted our second installation, “Rooted in Place: Identifying and Supporting Gifted Learners in Rural High Schools” featuring Dr. Kimberley Chandler of Johns Hopkins University, which can be viewed here! Dr. Chandler serves as Director of Curriculum at the Center for Talented Youth at Johns Hopkins University. Dr. Chandler’s research focuses on gifted education, and she has recently ventured into exploring the use of AI in gifted classrooms.
Rural gifted students often go unrecognized due to geographic, cultural, and systemic barriers. This 30-minute session equips rural educators with key strategies for identifying and supporting advanced learners using locally responsive, low-cost, and practical solutions. Dr. Chandler highlights real-world challenges and actionable steps, empowering teachers to better serve gifted students in their communities.
We humbly thank Dr. Chandler for her time and are grateful to her for sharing her experiences and expertise with us!
Dr. Megan Foley-Nicpon, Director, Belin-Blank Center
My father was a talented artist. He could draw anything, and his ability to sketch people and houses was astonishing to me. My brother is also a talented artist, as are two of my children. My daughter designs seasonal artistic themes for her room, which she switches out throughout the year. Sadly, that gene skipped right over me; my claim to artistic fame was drawing bubble letters on posters in high school. While I consider myself a much better writer than artist, creative writing eludes me. I think that is why one of my favorite hobbies is to read, as I am in awe of the ability to create a compelling story where characters are so well developed you feel like you personally know them, and where settings are so well developed you feel like you are a part of the scene.
This deep appreciation for art and writing talent is why I’m so proud that the Belin-Blank Center is the Iowa and Midwest Region-at-Large Affiliate for the Scholastic Art and Writing Awards program. Last year, we adjudicated nearly 8,000 art and writing entries from our region. 436 entries earned Regional Gold, 634 earned Regional Silver, and 1,013 earned Regional Honorable Mention. Gold medal winners move on to the National level, where our region also had impressive numbers (49 earned National Gold and 120 earned National Silver).
Two Iowa students gained even more recognition. Chantal Eulenstein from Ames High School and Tanya Rastogi from Pleasant Valley High School were two of only eight students from across the country to win National Gold Medals for their writing portfolios. This was out of 7,400 outstanding portfolios submitted! Additionally, Chantal won the Dorothea Tanning Portfolio Award, which is presented to only one student for their outstanding art or writing portfolios.
I am honored the Belin-Blank Center is the Midwest Region affiliate for the Scholastic Art and Writing Awards because it gives us the opportunity to showcase students’ talents in domains that are not always celebrated. Our mission is to provide opportunities for students to develop their talents, regardless of their background, and this program exemplifies that commitment.
I am confident this won’t be the last time you hear about Chantal and Tanya. It fills me with joy that we at the Belin-Blank Center had the privilege of supporting and celebrating their creative journeys.
IOAPA is excited to announce that fall enrollment for IOAPA courses is now open! IOAPA offers free access to asynchronous advanced courses for Iowa students in grades 6 and above. This program aims to provide opportunities to students who may not have access to these courses in their school districts. To support this mission, the Belin-Blank Center also offers AP exam scholarships to eligible IOAPA students each semester, helping to increase the number of students from rural schools in Iowa taking AP exams.
15 Advanced Placement (AP) Courses are available to high school students
Additional honors-level courses are available to high school students
23 Advanced Courses are available to middle school students. These high-level courses are open to students in grades 6-8, designed to challenge them at the high school level.
We are hoping to offer additional new courses this fall, so be sure to check back for updates.
STEP 1: Principals register their schools on our website. As part of this step, schools agree to program requirements and assign a site coordinator and a mentor.
The roles of site coordinator and mentor can be filled by the same person or different people, but the mentor must be a certified teacher.
Be sure to fill out and send in the Mentor Designation Form for this school year. This form enables mentors to receive a stipend.
Completing the school registration page sends school staff an automated email with a link in it to enroll students.
STEP 2: Enroll the student(s) taking IOAPA course(s).
STEP 3: Complete College Board Requirements for AP Courses After registering, ensure that your school completes the following College Board requirements:
Encourage high school students to take the AP exam and order all AP Exams. For courses that begin before November 15, the deadline to order is November 15. For courses that begin after November 15, the deadline to order is March 15. Please note that these deadlines are different from previous years.
Complete the AP Course Audit process for Online/Distance Learning courses by January 31 in order to be able to label courses as “AP” on students’ transcripts. See page 9 of the Mentor Handbook for more information about setting up the course audit with the College Board.
The Belin-Blank Center is still accepting applications for the College Readiness and the Expression Through the ArtsTwice-Exceptional Summer Academy (2eSA) sessions!
The 2eSA sessions are two-day semi-residential experiences for high-ability, neurodivergent students in grades 9-11 and their families to explore opportunities and experience life on a university campus alongside a community of like-minded peers. Students will have time to interact with other twice-exceptional students through structured social activities.
College Readiness Session
Dates: June 30 and July 1, 2025
This session will be a survey of topics relevant to twice-exceptional high school students. Key topics will include personal strengths, career planning, self-advocacy, self-care, conflict management, and stress management. The program culminates with an engaging field experience at a University of Iowa lab or studio.
June 30 Student Schedule
Time
Topic
Location
9 am – 9:20 am
Welcome/Introductions
440 Blank Honors Center
9:30 am – 10:15 am
Career Planning
114 Blank Honors Center
10:30 am – 11:15 am
Stress Management
134 Blank Honors Center
11:30 am – 12:30 pm
Lunch
Burge Dining Hall
12:30 pm – 1:00 pm
Morning Debrief
114 Blank Honors Center
1:15 pm – 2:45 pm
Lab Field Trip
TBD
3:00 pm – 4:15 pm
Group Games
Iowa Memorial Union (IMU) (East side of the University of Iowa campus)
Restaurant guides are available at the Information Table. There is also a food court in the Iowa Memorial Union.
1 pm – 2 pm
Self-Guided Campus Tour
2 pm – 3 pm
Museum of Natural History
Please plan to meet in the first-floor lobby of BHC at 1:20 pm.
3 pm – 4 pm
Accommodations in College (with special guest, Student Disabilities Services)
140 Blank Honors Center
4:30 pm – 6:00 pm
Family, Student, Center Social
The Airliner (22 S. Clinton Street)
July 1 Student Schedule
Time
Topic
Location
9 am – 10 am
Ben Kelvington (graduate student in Ted Abel Lab) Presentation
140 Blank Honors Center
10:15 am – 11:15 am
Self-Advocacy
114 Blank Honors Center
11:30 am – 12:30 pm
Lunch
Burge Dining Hall (East side of the University of Iowa Campus)
12:30 pm – 1 pm
Morning Debrief
114 Blank Honors Center
1:15 pm – 2:45 pm
Stanley Museum of Art Tour
Stanley Museum of Art (East side of the University of Iowa campus)
3 pm – 3:30 pm
Wrap-Up Academy Discussion
114 Blank Honors Center
July 1 Parent Schedule
Time
Activity
Location
9 am
Presentation by Iowa Neuroscience Institute (with special guest, Ben Kelvington)
140 Blank Honors Center
10:30 am – 11:45 am
Tour of Stanley Art Museum
12 pm – 1 pm
Lunch (on your own)
Restaurant guides are available at the Information Table. There is also a food court in the Iowa Memorial Union.
1:15 pm – 2:45 pm
Parent Roundtable
140 Blank Honors Center
3 pm
Wrap-Up with Academy student discussion
114 Blank Honors Center
Expression Through the Arts Session
Dates: July 21 and July 22, 2025
This session will be a survey of fine arts topics relevant to twice-exceptional high school students. Key topics include improv, poetry, dance, and stress management.
July 21 Student Schedule
Time
Topic
Location
9 am – 9:20 am
Welcome/Introductions
440 Blank Honors Center
9:30 am – 10:15 am
Roleplay
114 Blank Honors Center
10:30 am – 11:15 am
Poetry
134 Blank Honors Center
11:30 am – 12:30 pm
Lunch
Burge Dining Hall
12:30 pm – 1 pm
Morning Debrief
114 Blank Honors Center
1:15 pm – 2:45 pm
Improv Practice
SHAM Library Auditorium (East side of the University of Iowa Campus)
3 pm – 4:15 pm
Group Games
Iowa Memorial Union (East side of the University of Iowa campus)
Restaurant guides are available at the Information Table. There is also a food court in the Iowa Memorial Union.
1 pm – 2 pm
Self-Guided Campus Tour
2 pm – 3 pm
Old Capitol Tour
Please plan to meet in the first-floor lobby of the Blank Honors Center at 1:20 pm.
3 pm – 4 pm
Accommodations in College (with special guest, Student Disabilities Services)
140 Blank Honors Center
4:30 pm – 6:00 pm
Family, Student, Center Social
The Airliner (22 S. Clinton Street)
July 22 Student Schedule
Time
Topic
Location
9 am – 10 am
Ben Kelvington ((graduate student in Ted Abel Lab) Presentation
140 Blank Honors Center
10:15 am – 11 am
Yoga
114 Blank Honors Center
11:15 am – 12 pm
Art
134 Blank Honors Center
12 pm – 12:45 pm
Lunch
Burge Dining Hall
1 pm – 3 pm
Improv Practice
SHAM Library Auditorium
3 pm – 3:30 pm
Wrap-Up Academy Discussion
114 Blank Honors Center
July 22 Parent Schedule
Time
Activity
Location
9 am
Presentation by Iowa Neuroscience Institute (with special guest, Ben Kelvington)
140 Blank Honors Center
10:30 am – 11:45 am
Tour of Museum of Natural History
Macbride Hall (East side of University of Iowa campus)
12 pm – 1 pm
Lunch (on your own)
Restaurant guides are available at the Information Table. There is also a food court in the Iowa Memorial Union.
1:15 pm – 2:30 pm
Parent Roundtable
140 Blank Honors Center
2:45 pm – 3:30 pm
Wrap-Up with Academy student discussion
Library Auditorium
Testimonials
“The networking with other 2e families was life-changing. To see these kids interacting and laughing with each other was amazing.” —2024 Parent
“The most amazing part of the whole thing was being able to socialize with all the other 2e students and hearing all their stories, challenges, and their strategies to deal with them!” —2024 Student
We encourage parents to reach out to [email protected] with any specific questions, concerns, or requests for accommodations. The cost of each session is $200, and financial aid may be available if the fee is a barrier to participation.
Junior Scholars Academy (JSA) is a summer commuter program designed specifically for who want to thoroughly explore a topic, all while having fun with other kids who share their enthusiasm for learning! Classes take place July 7–11 and July 14–18.
The Weekend Enrichment classes on April 26 are designed to supplement what students learn in school and give them a chance to explore their interests (or discover new ones)!
Open Classes:
Minecraft (Grades 3–4)
Science Explorations: Discovering Skin and Animal Science (Grades 3–4)
Summer Writing Online (SWO) is an immersive 3–week online residency program that takes place July 7–25. The synchronous course featuring three and a half hours of interactive class time each day for students to create community with other talented young writers.
The Twice-Exceptional Summer Academy is a two-day, semi-residential program for high-ability, neurodivergent students and their families to explore opportunities and experience life on a university campus alongside a community of like-minded peers. There are still seats in the College Readiness session (June 30 – July 1) and the Expression Through the Arts session (July 21–22)!
The Belin-Blank Center is offering Advanced Placement (AP) instruction training sessions on June 23–26, July 7–10, and July 21–24. Read our article to learn more!
The Belin-Blank Advanced Learner Institute (B-BALI) is a one-day professional learning experience on July 16 that targets meeting the needs of advanced learners so their talent area(s) are developed in school.
The annual Belin-Blank Talent Development Fellowship will be held July 13–17 on-campus of the University of Iowa. This opportunity is designed for educators with little to no professional training in teaching advanced learners.
This workshop, held on-campus at the University of Iowa on July 28–29, is a great opportunity for educators with little to no classroom research instruction experience. The workshop is an especially great opportunity for educators who want to help prepare students for science competitions such as the Junior Science & Humanities Symposium (JSHS)!
Despite the Belin-Blank Center’s dedication to all things nerdy and cerebral, Pi Day (3/14) happened to be bittersweet this year. That was the day we bid farewell to Nancy Whetstine after 21 years of dedication to the Center’s Assessment & Counseling Clinic.
The clinic’s primary secretary, Nancy started in January 2004 and was the only continuous staff member up until her retirement. Over the years, Nancy worked with at least nine psychologists, six postdocs, and countless graduate students.
The Assessment & Counseling Clinic provides educational assessments and other services for high-ability learners. In particular, the clinic serves students with suspected disabilities that can make it harder for them to actualize their talents.
The clinic has been an invaluable resource for the specialized needs of twice-exceptional learners and their families. None of the clinic’s successes of the past two decades would have been possible without the tireless behind-the-scenes work of Nancy, whether she was navigating heaps of paperwork on behalf of the clinic’s psychologists being a friendly face to all clients and visitors.
“What a wonderful asset to the clinic and the [Belin-Blank Center]”, said former director Susan Assouline, PhD. “You will be missed.”
We hope Nancy has a fabulous retirement!
Nancy Whetsine was surrounded by fellow Belin-Blank Center staff at her celebratory retirement luncheon.
If you think you have to be an adult with a fancy degree to pioneer original research, think again! This year’sHeartland Regional Junior Science & Humanities Symposium (JSHS)featured original research presentations by nearly 50 students from across Iowa and Nebraska, and as always, Belin-Blank Center staff and the judges were blown away by the ingenuity and dedication of the competitors.
In the first year hosting the event on the campus of Iowa State University, students were able to tour various research labs and explore topics ranging from architecture and engineering to ice cream production. Attendees were also able to engage with current research and scholarship through a keynote address by Dr. Eric Cochran which explored the creation, uses, and disposal of polymers and bioplastics.
Needless to say, it was challenging to pick this year’s regional finalists! The following students (pictured above) will present their research at the National Junior Science and Humanities Symposium in Washington, D.C. starting April 22:
1st Place: James Peng, Cedar Falls High School (Iowa)
2nd Place: Erin Chen, Iowa City West High School (Iowa)
3rd Place: Caleb Rowe, Central City High School (Nebraska)
4th Place: Henry Zou, Johnston High School (Iowa)
5th Place: Noah Shin, Ames High School (Iowa)
Want to Get Involved Next Year?
We encourage prospective JSHS competitors and their educators to start preparing for the 2026 symposium as soon as possible. Educators who wish to learn more about how to support students’ original research projects enroll in this summer’s two-day professional development course about incorporating research into the classroom!
And, of course, visit our website for updates about next year’s competition as it becomes available. Research proposals for JSHS 2026 open in October!
Is your 3rd or 4th grader interested in Greek mythology? Do you think they would enjoy learning about it on-campus at the University of Iowa this summer alongside like-minded peers? The Belin-Blank Center’s Greek Mythology Junior Scholars Academy (JSA)class might be the perfect fit!
In the program, students will approach Greek mythology in a slightly unorthodox way — through graphic novels — learning about some of its greatest figures. Students will compare the graphic novels with other depictions of the myths and will engage in their own writing and drawing on the subject.
The class, taught by Laura Rempfer, runs July 14 – July 18 from 9 am – 4 pm. Apply now while seats are still available!
We are pleased to introduce Laura Rempfer, the teacher from Des Moines who will elementary-aged students Greek Mythology this summer as part of the Junior Scholars Academy (JSA) program!
Tell us a little about the work you do outside of the Belin-Blank Center: “I have been in education for 15 years, as an English/Language Arts teacher, a curriculum coordinator, and currently as an English Language teacher to students who have recently moved to the United States. I teach at Callanan Middle School in Des Moines, where I also coach cross country and track, and am the advisor for Battle of the Books.”
What got you interested in the Greek Mythology class, or why do you think it is helpful for students? “Greek Mythology is high-interest for people of all ages, so it makes for a very fun course for both me and the students. We use the myths to make connections to literature, life lessons, current events, etymology, and modern entertainment. There is so much to explore that the possibilities for this class are endless.”
What is your favorite part of working with students and with the Belin-Blank Center?“The week I spend teaching this class . . . is energizing and validating for me as a teacher. The kids have so much fun while being up for any challenge I throw at them. We really have a blast together, and the kids always end up teaching me something about Greek Mythology that I didn’t know. The Belin-Blank Center staff bend over backwards to make sure my experience as a teacher is a positive one, and they care so much about making sure the kids have a wonderful time.”
Visit our website to learn more about the upcoming course and how to apply!
Belin-Blank faculty and staff frequently discuss the need for educators and families to consider acceleration for their academically talented students. More research supports acceleration than any other intervention for these students (see the National Association for Gifted Childrenposition statement on acceleration).
But… (we always hear this), what is the impact of acceleration on student’s social/emotional development? Won’t students feel strange or different? Will they have difficulty making friends? Will the conversations in the lunchroom or on the bus be inappropriate? These are important questions to discuss and consider.
In terms of academics, accelerated students face more challenges and therefore are more engaged in school. Socially, acceleration places students with academic peers who share a similar intellectual level and have similar interests. When reviewing research studies on social/emotional development, we find that, in general, accelerated students tend to perform at least as well as or slightly better than their age peers. They also perform as well as or slightly better than the older students in the new grade. They fit in, indicating that our concern about acceleration adversely impacting students’ social/emotional development is unfounded. As a group, they do well socially throughout their years in school.
The longitudinal research on social/emotional development and academic acceleration reveals similar findings. Accelerated students’ social/emotional development is like that of their age peers and to students in older grades. They do not appear to be disadvantaged socially/emotionally due to their acceleration and, as a group, they fit in. Reflecting on their experiences, a majority of accelerated students say acceleration was the right decision for them. They mention some challenges (for example, being too young to date), but most students say they would do it again, if given the opportunity. Research studies with students who entered college early help us to understand the importance of a cohort model in helping accelerated students to have successful social experiences. In other words, students who enter college early benefit from being a part of a group of students who are also entering early (see https://belinblank.education.uiowa.edu/students/academy/ for an example of an early entrance to college program).
One of these studies (Wu et al., 2022) pointed out that some students (about 15%) have a specific concern about forming satisfying friendships. This reminds us to consider each student as an individual when we encounter decisions about acceleration. However, taken as a body of evidence, the research on the social/emotional development of students who are accelerated indicates small but positive effects for the group of students who accelerate. In fact, in a 2021 study (Bernstein et al.) that carefully followed accelerated students for 35 years, the authors state that our concerns about a negative impact of acceleration on social/emotional development are “fruitless.”
School can be a whirlwind of classes, homework, extracurriculars, and social pressures. Day to day stress can compile and make it more difficult to navigate daily life. Practicing mindfulness is a great way to help center oneself and make navigating life a little bit easier. We’ve gathered 5 common mindfulness activities that are simple, quick, and helpful!
1. Mindful Breathing
Mindful breathing exercises are commonly used to center oneself and, as is the main goal of mindfulness, to bring attention to the here-and-now. For the purposes of today’s post, we’re going to cover an exercise called Box Breathing (sometimes called Square Breathing). First, sit comfortably, close your eyes, and take a deep breath in. Then, inhale through your nose for 4 seconds, hold your breath for 4 seconds, and then exhale gently for 4 seconds. Repeat for 2-5 minutes, paying attention to the rise and fall of your breath. If you find your mind wandering, that’s okay. Just simply redirect your mind to focusing on your breathing. This may happen quite frequently, but may decrease with time and practice. Mindful breathing can help to center oneself by bringing awareness back to the present moment.
2. Body Scan Meditation
Body Scan Meditations are exercises meant to direct focus on several different parts of the body that we have voluntary muscle control over. To begin, lie down or sit comfortably and close your eyes. Then, start at the top of your head and work your way down, noticing each part of your body. As you scan each body part, relax any areas of tension. These meditations help to promote relaxation and body awareness, and some people report feeling more connected to themselves during and after.
3. Gratitude Practice
Gratitude practices are great ways to reflect on the positive experiences that have happened each day. By engaging in gratitude practices, we may be more likely to have positive emotions to fall back on in times of stress. To engage in a gratitude practice, simply write down 1-3 things you’re grateful for each day, no matter how big or small.
4. Mindful Coloring
Mindful coloring involves gathering coloring sheets and a utensil to color with. Typically, people enjoy coloring intricate patterns or designs. As you color, focus on the patterns and try to be present and in-the-moment. Sometimes, people report the repetitive nature of coloring to be relaxing and helps to improve their mood in this way.
5. Visualization
Visualization involves using your imagination to create a peaceful scene. This can help to reduce anxiety and improve focus by giving your mind a peaceful break. First, close your eyes and imagine a calm place (like a beach or forest). Then, engage your senses: What do you see, hear, or feel?
Mindfulness doesn’t have to be complicated or time-consuming. By trying these simple activities, students can increase their experiences of living in the moment and feel more grounded. Just remember that mindfulness is not a cure-all for distress, and if you have concerns about stress or anxiety, you may want to reach out to a mental health professional for a consultation. Start small and see how these activities can help make your days a little calmer and clearer!
Dr. Megan Foley-Nicpon, Director, Belin-Blank Center
Earlier this month, a research team at the Belin-Blank Center (Brandon LeBeau, Susan Assouline, Ann Lupkowski-Shoplik, Katie Schabilion, and myself) published a paper in Gifted Child Quarterly entitled, “Likelihood of whole-grade or subject acceleration for twice-exceptional students.” Participants in the study were 1,344 students who had received an evaluation through our psychological services clinic between 2009 and 2019. Some of these students, who were academically and/or cognitively advanced, also had mental health diagnoses such as ADHD, autism, depression, or anxiety. We examined the factors that predicted whether they were accelerated either in a subject or a whole grade level.
We found some interesting results and others that were easier to predict. Age was positively related to subject acceleration, which means that as students got older, they were more likely to be accelerated in a subject area. As students’ ability increased, so too did their likelihood of being accelerated a whole grade. We measured academic skill in reading, math, and written language, and math talent was the strongest predictor of a student being accelerated. Additionally, participation in one’s school program for talented students also predicted both types of acceleration.
Another noteworthy finding was that students from low socioeconomic (SES) backgrounds were about half as likely to be accelerated compared to those from high SES backgrounds. Access to this academic opportunity may be more readily available for families with more financial resources.
Moreover, students with a learning disorder diagnosis were about half as likely to be accelerated. Students with ADHD, autism, depression were less likely to be whole grade accelerated, yet students with depression and/or anxiety were more likely to be subject accelerated. It may be that twice-exceptional students’ learning challenges create more barriers to successful acceleration outcomes than do their emotional challenges.
We offered several implications for parents and educators. First, as has been discussed by multiple scholars, twice-exceptionality is a term that encapsulates a very diverse group of students. Assuming a talent development perspective that considers both psychosocial and cognitive developmental readiness in acceleration decisions is important. Second, our findings are adding to a growing body of literature that reveals opportunity inequities for students from low SES backgrounds. We need to advocate for talent development opportunities in educational spaces available to all students, regardless of economic background. As we said on p. 15 of the paper, “All parents should have access to additional challenges for their high ability and/or advanced students, regardless of environmental variables, including family income.”
Our study underscores the importance of considering many factors when making acceleration decisions for twice-exceptional students. It also supports our mission to provide talent development opportunities to all students who are ready for them.
The Belin-Blank Center is offering a plethora of professional learning opportunities for educators of advanced learners this summer!
Advanced Placement Summer Institute (APSI)
The Belin-Blank Center is offering Advanced Placement (AP) instruction training sessions on June 23-26, July 7-10,and July 21-24. Read our article to learn how to register!
Belin-Blank Advanced Learner Institute (B-BALI)
B-BALI is back with a new spirit! It will be held in partnership with Baker Teacher Leader Center at the College of Education on July 16. This one-day workshop will be held at the College of Education and will focus on practical ideas for K-8 educators who want to better meet the needs of advanced learners.
In addition to instructional strategies, there will be presentations addressing rural education and social and emotional needs. We have also built in time to network with fellow attendees. Registration opens soon!
Belin-Blank Talent Development Fellowship
The annual Belin-Blank Talent Development Fellowship will be held July 13-17 on-campus of the University of Iowa. This opportunity is designed for educators with little to no professional training in advanced learners. The Belin-Blank Talent Development Fellowship is limited to 20 participants, so educators are encouraged to apply early.
Although preference is given to Iowa teachers, teachers from other states are encouraged to apply. Apply here to join us for the 44th year of this meaningful professional learning opportunity!
Summer Courses & Workshops for Credit
Once again, we are offering a variety of courses (3 semester hours) and workshops (1 semester hour) related to advanced learners and meeting their needs. More information coming soon!
Jumpstarting Student Research Fellowship or Standalone Workshop
Listen to that “learning opportunity fireplace” roar and consider joining us in one or several of our offerings this summer. Share this article with a colleague if you found it helpful — we can’t wait to see as many educators as possible this summer!
Junior Scholars Academy (JSA) is a summer commuter program designed specifically for who want to thoroughly explore a topic, all while having fun with other kids who share their enthusiasm for learning.
The Weekend Enrichment sessions on Saturday, April 5 and Saturday, April 26, 2025 are designed to supplement what elementary and middle school students learn in school and give them a chance to explore their interests or discover new ones!
Computer Science Python Fundamentals is an online class for students to complete at their own pace. Through a series of interactive online modules, with built-in support from experienced programmers, students will learn the Python programming language. The course is live through June 30, 2025 and students can access course content immediately upon registration.
Summer Writing Online (SWO) is an immersive 3-week online residency program. The synchronous course featuring three and a half hours of interactive class time each day for students to create community with other talented young writers.
The Twice-Exceptional Summer Academy is a two-day, semi-residential program for high-ability, neurodivergent students and their families to explore opportunities and experience life on a university campus alongside a community of like-minded peers.
The Belin-Blank Center is offering Advanced Placement (AP) instruction training sessions on June 23-26, July 7-10, and July 21-24. Read our article to learn more and register!
Belin-Blank Advanced Learner Institute (B-BALI)
Belin-Blank Advanced Learner Institute (B-BALI) is a one-day professional learning experience on July 16, 2025 that targets meeting the needs of advanced learners so their talent area(s) are developed in school. More information coming soon!
The annual Belin-Blank Talent Development Fellowship will be held July 13-17 on-campus of the University of Iowa. This opportunity is designed for educators with little to no professional training in advanced learners.
The Jumpstarting Student Research Fellowship will help middle and high school science educators with classroom research instruction. The application survey is due March 23.
The Belin-Blank Center at the University of Iowa will host three different sessions of the AP Summer Institute (APSI) this summer!
APSI provides subject-specific training for teachers who are interested in teaching an AP course. It can also benefit current teachers already teaching AP courses to develop their skills or gain familiarity with the course.
Teachers who are not teaching an AP course have also found the training to be very useful, as participants are exposed to ideas, resources, and strategies that can be used in any classroom.
Funding and Professional Learning Credit Opportunities
The Iowa Online AP Academy (IOAPA) offers the AP Institution Grant to support Iowa teachers in attending APSI by providing a $500 stipend. The grants are awarded on a first-come-first-served basis, so don’t wait to apply! Participation in IOAPA is not required to receive the grant.
Those who attend APSI will receive a College Board certificate of completion, and are eligible for Iowa Licensure Renewal Units or a University of Iowa credit for a fee. The credit may be used as an elective semester hour toward the state of Iowa TAG Endorsement.
Visit our website to find information on financial aid, registration instructions, schedule, and more. We hope to see you this summer!
It has been another exciting and creative season of the Scholastic Art & Writing Awards! Our jurors were once again blown away by the more than 8,500 submissions from across the Iowa and the Midwest regions. With the help of 87 jurors and moderators, we assigned more than 2,300 awards and advanced nearly 500 awards to be considered at the national level.
With our regional awards celebration coming up (see below for details) and the national awards announcement coming on March 26, there is still excitement ahead before we begin preparing for next year’s awards! For now, enjoy a very tiny sample of what this year had to offer.
“She Lives Through Me” by Sarah Korland (Midwest American Visions Nominee)
“Into the Verdant Wild” by Anya Adcock (Iowa American Visions Nominee)
“Embrace of the Heart” by Sophia Putnam (Iowa American Visions Nominee)
For a chance to view even more student artwork, mark your calendars for the Regional Award Celebration on Saturday, March 8, 2025 from 1–3 p.m. at the Iowa Memorial Union in Iowa City! Congratulations once again to all of the award recipients!
We are pleased to introduce Tony Brack, an educator who teaches physiology for the Belin-Blank Center’s Weekend Enrichment program!
Tell us a little about the work you do outside of the Belin-Blank Center. “I am a high school science teacher at Clear Creek Amana, and I teach 10th grade Biology and 11th/12th Anatomy. I am in my 24th year of teaching and my love for educating our youth continues to grow each year.”
What got you interested in your class topic or why do you think it is helpful for students? “I was drawn to teaching about the respiratory system because it’s a fascinating and vital process that helps students connect science to their own bodies. By dissecting lungs and building models, the students gained a hands-on understanding of how we breathe, making the concepts more tangible and sparking curiosity about how their bodies work.”
What is your favorite part of working with these students and this program? “My favorite part of working with the Belin-Blank 3rd and 4th graders was seeing their curiosity and excitement come alive during the hands-on activities like dissecting lungs, inflating/deflating fresh lungs and building working models. Watching and listening to their “exhalaration” was certainly a “breath” of fresh air. Their enthusiasm and questions make teaching incredibly rewarding for me and it reminds me how important it is to nurture a love for science at a young age.”
Anything else you’d like to share? “Thank you so much to the Belin-Blank staff for giving me the opportunity to teach within your program. I am deeply appreciative of all the work you do to make these classes available for our young students. Your efforts are instrumental in providing experiences and knowledge that many students might not have access to in a traditional classroom, and it’s truly inspiring to see the impact you’re making in their education and personal growth.”
Upcoming Classes: Science Explorations: Discovering Skin and Animal Science — April 5 for grades 5–6, April 26 for grades 3–4. Visit belinblank.org/weekend to learn more!
The 2eSA is a two-day semi-residential program for high-ability, neurodivergent students in grades 9-11 and their families to explore opportunities and experience life on a university campus alongside a community of like-minded peers.
Students will have time to interact with other twice-exceptional students through structured social activities. There are three sessions of the program:
Session 1: STEM Research Focus
Dates: June 16 and June 17, 2025
This session will focus on university-level STEM research, including the opportunity to participate in research activities themselves.
June 16 Student Schedule
Time
Topic
Location
9 am – 4 pm
Neuroscience Lab Experiment
Ted Abel Lab (Iowa Neuroscience Institute – West side of University of Iowa campus)
4:45 pm – 6 pm
Pizza Social
The Airliner (22 S. Clinton Street)
June 16 Parent Schedule
Time
Activity
Location
By 9:00 am
Drop off students at College of Nursing Loop
University of Iowa College of Nursing Building (West side of University of Iowa campus)
Restaurant guides are available at the Information Table. There is also a food court in the Iowa Memorial Union.
1 pm – 2pm
Self-Guided Campus Tour
2 pm – 3 pm
Old Capitol Tour
Please plan to meet in the first-floor lobby of the Blank Honors Center.
3 pm – 4 pm
Accommodations in College (with special guest, Student Disability Services)
240 Blank Honors Center
4:30 pm – 6 pm
Family, Student, Center Social
The Airliner (22 S. Clinton Street)
June 17 Student Schedule
Time
Topic
Location
9 am – 10 am
Ben Kelvington (graduate student in Ted Abel Lab) Presentation
440 Blank Honors Center (East side of University of Iowa campus)
10:30 – 11:30 am
Lab Tour
TBD
11:30 – 12:30 pm
Lunch
Burge Dining Hall (East side of University of Iowa campus near the Blank Honors Center)
1 pm – 2 pm
University of Iowa Undergraduate Research Talk
214 Blank Honors Center
2 pm – 3 pm
Lab Tour
Archaeology Lab (Macbride Hall – East side of University of Iowa campus) or the Blank Honors Center
3 pm – 3:30 pm
Wrap Up Academy Discussion
214 Blank Honors Center
June 17 Parent Schedule
Time
Activity
Location
9 am
Presentation by Iowa Neuroscience Institute (with special guest, Ben Kelvington)
240 Blank Honors Center
10:30 am – 11:45 am
Tour of Stanley Art Museum
12 pm – 1 pm
Lunch (on your own)
Restaurant guides are available at the Information Table. There is also a food court in the Iowa Memorial Union.
1:15 pm – 2:45 pm
Parent Roundtable
240 Blank Honors Center
3 pm
Wrap-Up with Academy student discussion
214 Blank Honors Center
Session 2: College Readiness
Dates: June 30 and July 1, 2025
This session will be a survey of topics relevant to twice-exceptional high school students. Key topics will include personal strengths, career planning, self-advocacy, self-care, conflict management, and stress management. The program culminates with an engaging field experience at a University of Iowa lab or studio.
June 30 Student Schedule
Time
Topic
Location
9 am – 9:20 am
Welcome/Introductions
440 Blank Honors Center
9:30 am – 10:15 am
Career Planning
114 Blank Honors Center
10:30 am – 11:15 am
Stress Management
134 Blank Honors Center
11:30 am – 12:30 pm
Lunch
Burge Dining Hall
12:30 pm – 1:00 pm
Morning Debrief
114 Blank Honors Center
1:15 pm – 2:45 pm
Lab Field Trip
TBD
3:00 pm – 4:15 pm
Group Games
Iowa Memorial Union (IMU) (East side of the University of Iowa campus)
Restaurant guides are available at the Information Table. There is also a food court in the Iowa Memorial Union.
1 pm – 2 pm
Self-Guided Campus Tour
2 pm – 3 pm
Museum of Natural History
Please plan to meet in the first-floor lobby of BHC at 1:20 pm.
3 pm – 4 pm
Accommodations in College (with special guest, Student Disabilities Services)
140 Blank Honors Center
4:30 pm – 6:00 pm
Family, Student, Center Social
The Airliner (22 S. Clinton Street)
July 1 Student Schedule
Time
Topic
Location
9 am – 10 am
Ben Kelvington (graduate student in Ted Abel Lab) Presentation
140 Blank Honors Center
10:15 am – 11:15 am
Self-Advocacy
114 Blank Honors Center
11:30 am – 12:30 pm
Lunch
Burge Dining Hall (East side of the University of Iowa Campus)
12:30 pm – 1 pm
Morning Debrief
114 Blank Honors Center
1:15 pm – 2:45 pm
Stanley Museum of Art Tour
Stanley Museum of Art (East side of the University of Iowa campus)
3 pm – 3:30 pm
Wrap-Up Academy Discussion
114 Blank Honors Center
July 1 Parent Schedule
Time
Activity
Location
9 am
Presentation by Iowa Neuroscience Institute (with special guest, Ben Kelvington)
140 Blank Honors Center
10:30 am – 11:45 am
Tour of Stanley Art Museum
12 pm – 1 pm
Lunch (on your own)
Restaurant guides are available at the Information Table. There is also a food court in the Iowa Memorial Union.
1:15 pm – 2:45 pm
Parent Roundtable
140 Blank Honors Center
3 pm
Wrap-Up with Academy student discussion
114 Blank Honors Center
Session 3: Expression Through the Arts
Dates: July 21 and July 22, 2025
This session will be a survey of fine arts topics relevant to twice-exceptional high school students. Key topics include improv, poetry, dance, and stress management.
July 21 Student Schedule
Time
Topic
Location
9 am – 9:20 am
Welcome/Introductions
440 Blank Honors Center
9:30 am – 10:15 am
Roleplay
114 Blank Honors Center
10:30 am – 11:15 am
Poetry
134 Blank Honors Center
11:30 am – 12:30 pm
Lunch
Burge Dining Hall
12:30 pm – 1 pm
Morning Debrief
114 Blank Honors Center
1:15 pm – 2:45 pm
Improv Practice
SHAM Library Auditorium (East side of the University of Iowa Campus)
3 pm – 4:15 pm
Group Games
Iowa Memorial Union (East side of the University of Iowa campus)
Restaurant guides are available at the Information Table. There is also a food court in the Iowa Memorial Union.
1 pm – 2 pm
Self-Guided Campus Tour
2 pm – 3 pm
Old Capitol Tour
Please plan to meet in the first-floor lobby of the Blank Honors Center at 1:20 pm.
3 pm – 4 pm
Accommodations in College (with special guest, Student Disabilities Services)
140 Blank Honors Center
4:30 pm – 6:00 pm
Family, Student, Center Social
The Airliner (22 S. Clinton Street)
July 22 Student Schedule
Time
Topic
Location
9 am – 10 am
Ben Kelvington ((graduate student in Ted Abel Lab) Presentation
140 Blank Honors Center
10:15 am – 11 am
Yoga
114 Blank Honors Center
11:15 am – 12 pm
Art
134 Blank Honors Center
12 pm – 12:45 pm
Lunch
Burge Dining Hall
1 pm – 3 pm
Improv Practice
SHAM Library Auditorium
3 pm – 3:30 pm
Wrap-Up Academy Discussion
114 Blank Honors Center
July 22 Parent Schedule
Time
Activity
Location
9 am
Presentation by Iowa Neuroscience Institute (with special guest, Ben Kelvington)
140 Blank Honors Center
10:30 am – 11:45 am
Tour of Museum of Natural History
Macbride Hall (East side of University of Iowa campus)
12 pm – 1 pm
Lunch (on your own)
Restaurant guides are available at the Information Table. There is also a food court in the Iowa Memorial Union.
1:15 pm – 2:30 pm
Parent Roundtable
140 Blank Honors Center
2:45 pm – 3:30 pm
Wrap-Up with Academy student discussion
Library Auditorium
Testimonials
“The networking with other 2e families was life-changing. To see these kids interacting and laughing with each other was amazing.” —2024 Parent
“The most amazing part of the whole thing was being able to socialize with all the other 2e students and hearing all their stories, challenges, and their strategies to deal with them!” —2024 Student
We encourage parents to reach out to [email protected] with any specific questions, concerns, or requests for accommodations. The cost of each session is $200, and financial aid may be available if the fee is a barrier to participation.
We are excited to offer the Jumpstarting Student Research Fellowship, a new program for middle and high school science educators! The fellowship provides educators with the knowledge and tools they need to support student research and develop students’ talents.
Acceptance to the fellowship includes attendance and optional Iowa Licensure Renewal Credit to the two-day summer course “Incorporating Scientific Research into the Middle and High School Science Classroom” co-presented by the Baker Teacher Leader Center in the University of Iowa College of Education. The professional learning opportunity is open to all secondary educators, so tell your friends!
Although preference is given to those teaching in rural areas of Iowa, all are welcome to apply.
Important Dates
March 23: Last Day to Submit Application Survey
End of April: Awards Announced
July 29-30: Professional Learning Training On-Campus at the University of Iowa
These days, kids are juggling responsibilities left and right. Between school, extracurricular activities, and life responsibilities, it can be difficult to strike the balance between efficiency, rest, and making time for ourselves. Today, we would like to discuss four strategies for effective time management for students.
SMART goals stands for Specific, Measurable, Achievable, Relevant, and Time-bound. All of these characteristics make goal-setting specific and concrete, facilitating movements towards goals rather than abstract ideas. For example, studying math is an abstract goal, and may be difficult to execute without some of the details ironed out. Instead, setting a goal to start (even if not finish) a math assignment at 7pm on Tuesday after piano practice and continue working until 8pm is a more specific goal that can enhance focus.
2: Time Blocking and Scheduling
Perhaps one of the more “easier said than done” tips, time blocking can be integral in setting aside the time necessary to tackle large objectives. As a graduate student, I have learned to get things done when I can and organize my schedules around all my varying responsibilities.
One of the strategies I like to recommend is time blocking that is consistent on a weekly basis. For example, dedicating 6-8pm every Monday evening for SAT preparation is an excellent use of time blocking, especially if breaks are utilized as well. It is also recommended to add personal time to the schedule as well, setting aside chunks of time just for relaxation and creating boundaries between work and personal time. This can lead to increased motivation over time as we prioritize time for recharging and resting. Much like cars need oil changes and trips to the gas station, we need to schedule in time for us to attend to ourselves. For example, setting a boundary of “I will stop working after 9pm” can be an effective way to fight against burnout and sustain motivation over time.
3: Task Breakdown and Chunking
Large assignments can be daunting. A former professor of mine once liked to say, “How do you eat an elephant? One bite at a time.” Typically, we find it easier to get started on smaller assignments than large, overwhelming projects. For example, instead of having one large essay to complete, breaking down tasks into creating an outline, finding sources, writing the intro, then the body, then the conclusion, can make for an easier time completing big tasks. Try to utilize SMART goals to draw out these steps!
This tool also works well in conjunction with the time blocking piece that was mentioned earlier. Having clear times on when to work on certain parts of an assignment can make it easier to tackle all we must do and help us feel less overwhelmed.
4: Planners and Lists
Lastly, one thing I cannot endorse enough is the use of planners and lists. There are many different services like the Microsoft Planner app or Trello that are designed for creating and organizing to-do lists. Writing things down can help us to organize game plans for tackling our responsibilities, making an abstract mountain of tasks more tangible and easier to defeat. Plus, crossing off something on a to-do list is oh-so satisfying.
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This list is by all means neither exhaustive nor all-encompassing in terms of getting moving on that to-do list. Utilizing these strategies should make things easier for you and your students. Remember to take breaks and be kind to yourself. Rome definitely wasn’t built in a day.
Belin-Blank Center at the University of Iowa 