When you hear the word “gifted,” what ideas pop into your head? Emily would like to change your mind. Her TEDx Talk will encompass her personal and educational experiences growing up profoundly gifted; the stereotypes she faced, the challenges she overcame, and the educational path that lead to her becoming a college freshman at fifteen.

Emily was a senior at Lake Forest College when she made this TEDx Talk. She earned her Bachelor of Arts degree in Writing from Lake Forest College and an MFA in Creative Writing from National University. She is a published, experienced author focusing on fiction, poetry and academic writing. She is a poet, educator and illustrator now based in Chicago. She is the author of “I Want Your Emergency. In March 2023, she will begin her education to become a funeral director at Worsham College of Mortuary.

At IEA, we are committed to the whole child, inspiring students to grow and find balance among all five aspects of self: intellectual, social, spiritual, physical, and emotional. We understand that emotional wellbeing is just as important as intellectual growth, and that positive emotions actually facilitate openness and drive curiosity and exploration. In fact, studies³ find that emotions significantly influence our learning strategies, motivation, cognitive resources, and academic achievement.

GETTING IN THE “FLOW” OF THINGS

Research has documented that happiness is best obtained through “flow” activities that require active physical and psychic investment.⁴ With that being said, flow is defined as a state of concentration so focused that it amounts to absolute absorption in an activity^.5. In fact, there are six key factors that encompass the experience of flow⁶:

1. Intense and focused concentration on the present moment
2. Merging of action and awareness
3. A loss of reflective self-consciousness
4. A sense of personal control or agency over the situation or activity
5. A distortion of temporal experience
6. Experience of the activity as intrinsically rewarding

So, how can we “get into the zone”?!

READING

 Around the world, the most frequently mentioned enjoyable activity is reading⁵. What can be more absolutely absorbing than ‘losing yourself’ in a good book?! Whether it be fantasy or non-fiction, reading is a great way to become completely involved in an activity, leading to feelings of immersive interest and maybe even a different experience of time itself. Getting wrapped up in an engrossing read allows for the opportunity to escape your own sense of self-consciousness, even if just momentarily.

BEING WITH OTHER PEOPLE

 Followed closely behind reading as being reported as the most enjoyable activity is being with other people⁵. Though the COVID-19 pandemic has thrown a wrench into this particular activity, there are still ways to socialize with other people- whether that be engaging in shared virtual gaming, meeting via video-call hangouts, or even writing letters back and forth! Engaging with others in various ways allows us to focus our concentration on the present moment- a key factor in the experience of flow⁶.

CREATING ART

 Another great way to reach a state of flow is to create art, which allows for a sense of control as well as a merging of action and awareness. Any act of creating and crafting that brings you into the present moment will do- painting, playing music, sculpting, sewing, or even doodling, to name a few. As Pablo Picasso once said, “Art washes away from the soul the dust of everyday life.”

GETTING PHYSICALLY ACTIVE

Physical activity is an exceptional way to achieve a state of flow, specifically in its ability to provide opportunities to match one’s skill level to a challenging or goal. Think of a physical activity, like swimming, running, or yoga- we feel most accomplished and competent, allowing for experiences of confidence and a sense of control, when the goal of the activity is well matched to our ability. A beginner runner who participates in a 5K marathon would most likely not reach a state of flow, but an advanced runner could surely “get into the zone”. Not excluding one’s ability to expand one’s skill set, make sure to get your body moving in challenging ways, but not too challenging!

With all of this being said, developing tangible techniques to reach states of flow offer exciting opportunities to work towards finding balance among all five aspects of self and reaching our full potentials. Given the multitude of ways to achieve flow, that elusive emotion we call happiness is surely within our reach!

FOOTNOTES

1. International Day of Happiness. dayofhappiness.net
2. Freedman, J. (1978). Happy People: What Happiness Is, Who Has It, and Why. Harcourt Brace Jovanovich.
3. Berry, Natalie (2013, February 17) Are Happy Students Successful Students? https://natberryblog.wordpress.com/2013/02/17/are-happy-students-successful-students/
4. Nakamura, J., & Csikszentmihalyi, M. (2002). The Concept of Flow. In C. Snyder, & S. Lopez (Eds.), Handbook of Positive Psychology (pp. 89-105). Oxford University Press.
5. Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper and Row.
6. Csikszentmihalyi, M. (1975). Beyond Boredom and Anxiety. Washington: Jossey-Bass Publishers.

THE INSTITUTE FOR EDUCATIONAL ADVANCEMENT ANNOUNCES 29 RECIPIENTS FOR NATIONWIDE HIGH SCHOOL SCHOLARSHIP

The announcement of the latest class of Caroline D. Bradley (CDB) scholars is always a big deal here at IEA, and 2021 was no different. Last year, we announced 29 selections across the United States.

WHAT GOES INTO SELECTING A CAROLINE D. BRADLEY SCHOLAR?

Of course, interest at the very beginning of the CDB process is very high. Almost one full year ago, Bonnie Raskin gave applicants some additional insight about how a scholar is selected. It is sure to be helpful even to 2022 applicants!

ALUMNI SPOTLIGHTS

Our bite-sized alumni interviews proved to be very popular. In 2021, you especially liked our features on Valerie Ding, Caitlin Andrews, Sophia Barron and Scott Greenberg!

CDB CLASS OF ’21 – COLLEGE PLANS

When it came to college application season, our CDB Class of 2021 was incredibly successful. Here’s an accounting of where our talented scholars were headed!

BREATHING TECHNIQUES TO HELP CALM THE OVERACTIVE MIND

For those that needed a little help dealing with the year, our very own Nancy Kane used her professional yoga expertise to give some insight on breathing exercises. 

RESOURCE ROUND-UP: 7 RESOURCES FOR GIFTED GIRLS

We kicked off Women’s History Month last year with this handy post detailing links parents of gifted girls can check out. It’s got everything from essay contests to summer programs and more!

UNDERSTANDING SCREEN TIME AND GAMING FOR GIFTED STUDENTS

A lot of families are, understandably, interested in how video games and screen time can best be fit into their child’s schedule. In this post, we try to add some insight and provide resources for making these decisions.

COMICS FOR LITERACY

Comics are a fun, engaging and deep genre of literature. They’re also ideal for children at all reading levels! Here are some reading recommendations we made last year.

HOW TO FRAME PRAISE FOR CREATIVE YOUTH

There’s a lot of nuance in how you can give a child praise. In this post, we try to convey and expand upon a lesson learned in How to Talk so Little Kids Will Listen by Joanna Faber and Adele King.

SOCIAL, EMOTIONAL AND MENTAL WELL BEING AMIDST THE PANDEMIC

The pandemic remains top of mind for many of us, and we want the community to know we’re here for support. In this post, we’ve curated a list of resources that might help with coping with the various stresses and uncertainties: podcasts, blogs, books and more. They’re strong resources for all kinds of heightened and tense feelings.

Thanks to everyone for reading our blog in 2021. We’re certain you’ll love what we have in store for the coming year.

A recent trend is certain corners of the internet is young adults who were called “gifted” as children sharing how that label affected them, and the effects they share are usually negative. This Buzzfeed article (note: contains language) gathers quotes from other “former gifted kids,” so I’ll choose a few to frame my explanation of how IEA programs are actually an antidote to these negative effects, rather than part of the problem. 

Here are 3 quotes from former gifted kids and how IEA’s work is helping to break the cycle of negativity: 

“I had the experience I think a lot of ‘gifted’ kids have when they enter a world no longer ruled by classes and grades and discover they are no more well equipped to face the world than anyone else. All we have is a false superiority complex and massive disappointment in ourselves every time we don’t immediately excel at something.” 

Many gifted kids are underachievers or gifted in a way that doesn’t result in high grades. For those who are used to easily excelling in school, IEA creates an environment to be challenged, often for the first time, in a safe and supportive environment.  

“I entered a culture where everyone, teachers, parents, relatives, etc. valued me for my smarts, and so I used that as my yardstick to value other people for a long time. Nowadays I’m more interested in who shows compassion, loyalty, dedication, generosity, humor, etc.” 

IEA programs, in addition to helping our students grow intellectually, also helps them develop emotionally, socially, and spiritually. We place a high value on empathy and how to be the kind of friend to others that you would want to have yourself. 

 “I got into a lot of trouble. Even though I was a full academic year ahead, I was still not very intellectually stimulated, so I started trying to find ways to keep myself amused. These ended up not being very well thought of by authority figures.” 

It’s true that boredom can lead to negative behaviors. I’ve heard from several Academy parents that their children behave much better in Academy classes than they do at school because they are continually engaged in the material rather than waiting for the next assignment. IEA programs also teach students how to self-regulate to keep frustration to a minimum even when they are in over- or under-stimulating environments. 

 These former gifted kids may feel negatively impacted by their experience bearing that label, but our hope at IEA is that our students are empowered to keep growing in all aspects of self, even after they leave our programs. I believe IEA programs push students to feel challenged to strive toward their full potential as intelligent, compassionate, and creative young people!  

“We make a living by what we get.  We make a life by what we give.” Winston Churchill

At the Institute for Educational Advancement (IEA), donors are important members of our community because their donations play a major role in making it possible for IEA to transform the lives of hundreds of gifted children each year by helping them to reach for their full intellectual and personal potential. Donors are vital to the life of all non-profit organizations and most will agree that their giving is not just about making a donation, but about wanting to make positive difference in the life of an organization they care about.    

One of the most significant ways that a donor can support an organization is by becoming a recurring annual donor that an organization can count on each year for support. At IEA, our recurring donor group, the NAUTILUS SOCIETY was founded in 2000 by generous donors committed to the long-term success of IEA.  Members of the NAUTILUS SOCIETY pledge to donate annually to IEA for three consecutive years and show their continued commitment to supporting gifted youth through our unique programs and services.  Annual pledge donations large and small are welcomed.  Every gift makes a meaningful difference. Sustained annual funding from these donors allows IEA to focus directly on serving bright young people, many of which are overlooked and underserved. 

Annual donations to IEA play a significant role by helping to:

• Provide gifted youth with scholarships and opportunities for support, growth and community to meet their intellectual, personal and financial aid needs.
• Keep tuition low to make programs and services for gifted youth more accessible.
• Fund high-quality teachers, mentors, and experts so they can be a resource for students and families.
• Provide supplies, technology and equipment needed for advanced teaching and learning experiences.
• Provide resources online and in-person for families and teachers of gifted children to help them meet the needs of these exceptional young people.

Experience the joy of giving by joining the Nautilus Society and helping to ensure that IEA is able to continue providing its award-winning programming to all gifted youth who need our services.  Nautilus Members are recognized annually in our donor listings, annual report, and in the lobby of IEA’s headquarters in Pasadena, CA.

You can learn more about ways to support IEA and become a member of the Nautilus Society by clicking here.

Students apply for the Caroline D. Bradley Scholarship in the seventh grade and are required to complete a rigorous portfolio application process, which includes essays, middle school transcripts, letters of recommendations, and a work sample. Eligible applicants must also achieve scores at or above the 97th percentile on nationally normed standardized tests.

“The Caroline D. Bradley Scholarship is a wonderful opportunity to not only financially support some of the brightest young minds in the country, but to welcome them into a nurturing community,” said Elizabeth Jones, President and Co-Founder of IEA. “It’s a key part of our mission to support gifted youth so that they can become thought leaders, problem solvers and successful individuals.” 

The CDB selection committee is comprised of a diverse group of nationwide high school and university admissions directors, CDB alumni, community members, and business leaders. The rigorous selection process took place over the course of several months, wherein the committee met both virtually and in-person to review scholarship applications and interview candidates.

Over the course of the next several months, IEA staff, current CDB Scholars and CDB alumni will provide guidance and assistance to the entering class of 2026 Scholars as they begin to identify potential high school programs, complete applications, and prepare their individualized educational plans for next year’s high school entrance.

“Every year, we’re fortunate to get to know and work with a new crop of highly gifted and motivated middle school students,” said Bonnie Raskin, Caroline D. Bradley Scholarship Program Director at IEA. “We want these individuals to develop their unique voice and channel their passion into a bright future, and our goal is to be alongside them every step of the way.”

The program, which began in 2002 and is generously funded by The Lynde and Harry Bradley Foundation, is one of the few merit-based, need-blind scholarships of its kind in the United States. To date, IEA has awarded more than 350 scholarships to gifted learners and alumni who are already making their mark on the world. Currently, there are 225 alumni, 125 of whom have graduated from college and are in the work force, attending graduate school, or participating in international service and fellowship programs.

The application for the next class of Caroline D. Bradley Scholars will be available in November 2021.

2026 Caroline D. Bradley Scholars: 

• Daniel Baek, Arcadia, California
• Ziv Bard, Los Angeles, California
• Mae Beauvoir, Seattle, Washington
• Daryn Burnette, Trinity, Florida
• Alicia Chen, Palo Alto, California
• Audrey Cho, Oradell, New Jersey
• Colin Chu, Palo Alto, California
• Nola Foran, Studio City, California
• Matthew Gao, Skillman, New Jersey
• Zarah Guillemet, Los Angeles, California
• Henry He, Andover, Massachusetts
• Michael Larson, Flower Mound, Texas
• Kayla Ling, Hillsborough, California
• Sydney Mafong, San Diego, California
• Joshua Mak, New York, New York
• Vishnu Mangipudi, Bellevue, Washington
• Sahara Muhammad, Somerset, New Jersey
• Allison Nieves, Rosemead, California
• Thomas Nordahl, Westwood, Massachusetts
• Amirah Ogweta, Portland, Maine
• Anya Reppa, Mequon, Wisconsin
• Juniper Rogers, Tulsa, Oklahoma
• Tiffany Sun, Exeter, New Hampshire
• Alex Tran, Hillsboro, Oregon
• Ava Truong, Wichita, Kansas
• Stephanie Wang, Forest Hills, New York
• Sriya Wint, Las Vegas, Nevada
• Brandon Xu, Simpsonville, South Carolina
• Christopher Zeng, Longmeadow, Massachusetts

For more information about this scholarship or any of IEA’s other programs and services, visit www.ieastaging2.wpengine.com.

About the Institute for Educational Advancement

The Institute for Educational Advancement (IEA) is dedicated to the intellectual, creative, and personal growth of our nation’s gifted and high-potential youth. Central to the mission of IEA is a commitment to the development of the whole child through engaging educational experiences that promote optimal challenge, mentorship, exploration of ideas, and recognition of personal potential. IEA seeks to connect like-minded individuals through dynamic and engaging year-round programming. Additionally, IEA supports a diverse community that creates a sense of belonging and affirmation. For more information, visit www.educationaladavancement.org.

About the Caroline D. Bradley Scholarship Program

IEA’s Caroline D. Bradley Scholarship Program is one of the few U.S. high school scholarship programs that is need-blind and awarded solely on the basis of merit to highly gifted seventh graders. Since its inception in 2002, the Caroline D. Bradley Scholarship has served over 350 students with academic and social support, high school tuition and a lifelong network for mentorship and peer connections.

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What are some educational, personal and professional highlights and/or accomplishments of yours since graduating from high school?

It’s hard to believe that it’s been 14 years since I was selected as a CDB Scholar! I graduated from Phillips Exeter Academy in 2012 and went on to study biology at Harvard. Studying animal behavior was my lifelong dream, so it was kind of like being shot out of a cannon: I filled up my schedule with classes on animal behavior, cognition, ecology, and conservation. I also had some incredible opportunities to participate in research, working with gray parrots, dogs, and a variety of primates, including spider monkeys in Mexico for my senior thesis! Outside of class, one of my favorite ways to relax and unwind was playing percussion with The Harvard Undergraduate Drummers (THUD).

After graduating in 2016, I was fortunate to receive a Gates Cambridge Scholarship to attend the University of Cambridge for my PhD. Hopping across the pond, I was immediately immersed in the incredible culture of the UK – but I didn’t stay for long! My research took me to New Zealand, where I worked with an international team to help improve the conservation of hihi, a threatened bird found nowhere else in the world. One of the highlights of my PhD was taking part in a reintroduction project which established a new population of hihi – only the seventh in the world!

Due to the pandemic, I finished my PhD from home in Massachusetts this past January. I’m hoping to embark on another conservation project soon. But, for now, I’m enjoying some time to breathe and recharge. For me, this mostly means hanging out with my 14-year-old pit bull, JsuJsu, who has very patiently put up with me being away for the last four years!

What is a favorite IEA/CDB memory?

Every CDB seminar was special, but a personal favorite was from one year when the seminar theme related to celebrating different personality types. Everyone took a Myers-Briggs personality test before the seminar. Once we were finally gathered in the conference room, Bonnie and Betsy asked us to move to one side of the room if we scored an “I” on the first portion of the test and the other side of the room if we scored an “E.” I lined up silently with my fellow “I’s,” awaiting further instruction, while the “E’s” chatted noisily on the other side of the room. It was then that Betsy revealed that “I” stood for introvert and “E” for extrovert. Everyone burst out laughing – suddenly, the distinct behaviors of each side of the room made a lot of sense!

We had some truly eye-opening conversations at that seminar. For so long, I had been that quiet kid in class who the teachers inevitably had to ask to speak up. I remember being super nervous in my CDB interview, thinking that I would never get the scholarship because I was too quiet or shy. But, all throughout my time as a scholar, including at that seminar, I felt that I was appreciated for who I was. I didn’t need to be loud or bold to be appreciated and understood by CDB staff and my fellow scholars. We were all celebrated for the things that made us unique.

What words of wisdom would you pass on to current IEA students?

It gets said a lot, but it’s true – follow your passions! And, if you’re not sure what your passions are, keep exploring! I was lucky to know early on what I wanted to do for a career, but I have always explored new hobbies, holding onto some and letting go of others as I figure out what feeds my soul. Life is much more fulfilling when you enjoy what you do, and you will be able to give so much more to the world if you’re following your bliss!

What are some educational, personal and professional highlights and/or accomplishments of yours since graduating from high school?

Graduated from Stanford with my BS in Computer Science (started out very intent on the Engineering Physics major; in classic Stanford fashion, accidentally took a CS course, discovered I could not put the books down, ignored everything about “be different, be different, don’t become a CS major” and became a CS major).  Did a bunch of research like optical character recognition on historical law texts (my favorite library was the law library), gamified e-commerce, wrote my own programming language (on top of Python, silly me), etc. etc.  Did a bunch of internships, most memorably LinkedIn the summer they announced the Microsoft acquisition.  Started my MS in Computer Science also at Stanford but pulled a Larry & Sergey and took leave of absence because I could not wait to get my hands dirty in industry.

I wanted to go way out of my comfort zone so I did the hardest thing imaginable and joined Bridgewater (hedge fund) because I’d fallen in love with portfolio management algorithms.  I learned so much about how the world’s most intense systems (hundreds of billions of dollars) are engineered and optimized and re-engineered and re-optimized to the tiniest granularity possible.  But I could not ignore my growing hunger to keep learning and building things for people, for human lives, for my family & friends to enjoy, so last year I joined Alexa at Amazon where I am now a software engineer working on a team that is building smart shopping for grocery, physical stores, and all sorts of devices among other things, which has become exponentially more useful and relevant to the world in this past year.  Very excited to see what we can make for all of you.

What is a favorite IEA/CDB memory?

This is going to be a very predictable but I think important answer. Not even a few days into my first year of college, an IEA alumna reached out to a group of new college freshmen to invite us to brunch. We had met perhaps once in person before then, but we instantly bonded as a group over our mutual shared experiences, the Conferences and events, and appreciation for the IEA community and those that make it possible. (It’s a widely known secret – I’m now going to only partially spill the beans – that there is a group of us self branded as “Bonnie’s kids” or some similar lingo which changes over the years. I am not sure what the current lingo is, so I’m not spilling the full beans, but Bonnie’s kids meet up all over the world and it is delightful and hilarious and heartwarming to me every time.)

What words of wisdom would you pass on to current IEA students?

This question makes me laugh because I am absolutely not wise and do not feel qualified to write anything here.  Maybe I’ll be able to say more at an IEA event someday.  One thing I do want to say, though, is to take the advice of your mentors seriously and yet not be afraid to challenge them and do things differently when your gut is screaming at you to do otherwise.  Who knows if this is the “right” way to do things, but I have found I am happiest and most able to act on my instincts when I know it’s right for me and it’s not what people expect of me.  I think when that divergence happens, if (especially) it’s painful to reconcile, that’s a great sign that you’re following your internal compass and being true to yourself.

In times like these, our IEA community is more important than ever. Despite a challenging year, the outstanding IEA team created an online teach and learn platform which made it possible for IEA to remain a vital source of hope, encouragement and knowledge for our students and their families.  Our community remains passionately committed to being there for each of our students and serving their unique needs. 

We could not do this without the support of our generous community.  Together our end-of-year Annual Appeal donors have contributed over $165,000 of our $240,000 funding gap.   We are grateful to the many donors who have been able to make a donation.  It’s not too late to make a donation in support of our Annual Appeal!   Please click here to donate today.

Thank you for helping to make a difference in the lives of gifted children.  When we join together, we can achieve the extraordinary. 

28 Gifted Learners Receive Caroline D. Bradley Scholarship To Attend Optimally Matched High School Program

The announcement of new Caroline D. Bradley scholars is always an exciting time in the community. Take a trip back to September when the Class of 2025 was first announced.

Virtual Learning Lab: Introduction To Mendelian Genetics

The first iteration of our Virtual Learning Lab is still one of our most popular. Join our very own Nicole Endacott as she dives into the basics of Mendelian Genetics, including dominant and recessive alleles, genotypes and phenotypes and Mendel’s pea plant experiments.

Advice For Caroline D. Bradley Scholarship Applicants From A CDB Parent

J. Ruhl is the parent of a 2014 Caroline D. Bradley scholar. In this article, she gives her helpful perspective to help CDB applicants get a better understanding of the landscape.

Virtual Learning Lab: Mathematical Poetry-Fibonacci Numbers And Sequences By Cassidy Kao

Mathematics and poetry tie into each other nicely in this Virtual Learning Lab by Cassidy Kao.  This video introduces Fibonacci Number and Sequence and two types of poems, the “Fib” and “Create Your Own Pattern” poems. 

Virtual Learning Lab: Intro To Special Relativity

Umar Ahmed Badami, CDB Scholar, as he helps newcomers understand physics on the scale of atoms and galaxies. Discuss Einstein’s special relativity and some of its interesting consequences.

Listening, Learning And Taking Action For Social Justice

Back in June, IEA President Elizabeth Jones outlined our organizations commitment to social justice and equality in the aftermath of the latest example of injustice against the Black community.

Helping Gifted Children Understand And Manage Intense Emotions

In a year full of intense global events, it is only natural for intense emotions to arise. Here, we outline some resources and concepts to help families better manage them.

Virtual Learning Lab: Marine Mammals

Learning about sea creatures is fun and easy to do at home with our Virtual Learning Lab on marine mammals. Better understand the sea otters, walruses and porpoises of the world.

Virtual Learning Lab: Introduction To Probability I

What is probability? How is it applicable to our daily lives? In this video, 2023 Caroline D. Bradley Scholar Arul Kolla discusses probability and its mathematical and practical applications.

Spreading Peace – Helping Gifted Children Navigate Covid-19

Early in the year, COVID-19 changed the way our society operated on a daily basis. The crisis continues to this day, and much of the insights provided by our own Jennifer De La Haye still ring true.

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