We asked IEA’s Summer Programs Intern Kaitlyn Chen to write a reflection on her journey with IEA. Check out her post below on how IEA influenced important decisions about her future career opportunities!

My name is Kaitlyn, and I’m currently a sophomore pursuing a major in Psychology with a minor in Film at California State University, Long Beach. In 2017, I participated in the EXPLORE program, externing at Apsara Media for Intercultural Education. Before coming into IEA, I had a set goal of wanting to become a film editor. For 6 years, I’ve been self-teaching myself how to edit. I’ve volunteered at multiple film festivals and nonprofit organizations in hopes of getting my foot in the door of the industry. However, the majority of the time, I was learning and editing on my own. When I started my junior year of high school, I decided that I wanted a mentor, someone who would guide me through the steps towards becoming a filmmaker, or more specifically, a film editor. I first learned of IEA and their EXPLORE program through my college and career counselor (Ms. Sisson) as I was nearing the end of my junior year. There, I met Niña, who would become my program coordinator and later my supervisor this summer. I also met my EXPLORE mentor, Dr. Amy Catlin-Jairazbhoy, who would later become an influential person in my editing career.

How IEA Helped me to Grow

IEA definitely challenged me socially by helping me step out of my comfort zone and opening myself up to new people, ideas, and experiences. The excursions that I visited during my year (2017) and this year (2019) in EXPLORE helped me to grow closer with the other externs and become familiar with the networking process. All it takes is a brief chat with someone, and there you go! You just formed a connection, and the next step is getting in contact with them. Through IEA, I’ve learned that I shouldn’t be afraid of people, but of the missed opportunities in life. As the saying goes, “You miss 100% of the shots you don’t take.” IEA helped me see what it meant to be a gifted individual. It didn’t mean being born a prodigy or being the top 1% of the class (although those could be the cases). There are other individuals whose gifts might not be as obvious, yet they are the ones working their hardest to reach for their dreams.

IEA also challenged me academically by helping me apply my academic knowledge to the real world. Going into the EXPLORE program, I didn’t think I would need any prior knowledge, aside from video editing. However, I was wrong. Before I started on my editing project, Professor Amy gave me some books to read and some documentary films to watch. I understood that in order to carry out a project, I needed to know the background information behind it, or more specifically, the historical significance. That’s when I had to reach into my memory to recall some of the previous information I had learned at school. I never imagined history to be so alive and relevant in today’s world until I began applying my historical knowledge into everything I did during my externship. Moreover, IEA taught me the technical side of the counseling field during these eight weeks I served as an intern. I learned how to format documents, file papers and keep records of the budget. I found these simple tasks to be very useful in my life, and I use them in all the things I do, whether that is formatting my assignments or recording my money spending.

Lights, Camera, Action!

The moment I stepped foot in Professor Amy’s house, I just knew my filmmaking experience would take a whole different turn. You wouldn’t believe how many cultural artifacts I saw in her house, especially her living room alone. It’s like walking into a museum of its own with paintings, musical instruments, books, and so much more. How cool would it be if all filmmakers had studios like this! My filmmaking experience was more fast-paced and contemporary. However, Professor Amy showed me another route I could take that was more slow-paced yet culturally informative. For three weeks, I worked with her in learning about various South / Southeast Asian cultures and getting a chance to edit one of her documentary films. I’ve learned so much about the documentary filmmaking process –– not only the time it took to make a film, but also the time it took to learn all the information about the people and culture being documented. Professor Amy’s patience, guidance, and wisdom made my first hands-on experience in the EXPLORE program such a memorable one. I felt my work as an editor was even more valuable, knowing that it contributed to a global effort of connecting individuals to each other through cultural awareness. I never felt more valued as an editor when Professor Amy reached out to me after the program, asking me if I can help her edit again. It was that small favor that really ignited my passion for film. If someone believed in my ability, I should believe in it as well. I don’t think my connection with Professor Amy would’ve been possible without IEA’s help because they were the ones who initiated the EXPLORE program. It is because of programs like these that allow students (like myself) to continually expand our networks and connect with individuals who are like-minded and passionately driven.

A Step Towards School Counseling

I always knew I had a soft spot for kids. I love being around them. They’re such a joy to work with because they exude so much energy and optimism. I had the chance to experience these ___ more fully this summer at IEA, engaging with students from all different backgrounds and grade levels. When I was at Academy and watching over the kids on their breaks, some of them would come up to me and excitedly ask me to play with them, whether that was tag or a board game. I felt like a kid at times, remembering when I used to run around with my friends or become super competitive in Monopoly. There were, however, times when I had to step in and calmly advise the kids not to run out onto the streets or to take turns in the game. On the other hand, when I was interacting with the high school students in the EXPLORE program, I felt, in a sense, more connected to them because I was in their shoes not too long ago. Whenever they voiced their victories, I celebrated with them. Whenever they voiced their defeats, I gave them some advice that others had given me when I was facing similar challenges. These moments of connecting and advice-giving allowed me to develop a sense of purpose and fulfillment that will transcend into my possible counseling career.

Being surrounded by kids/teenagers and interacting with them brought out my inner passion for helping others physically and psychologically. Because of my soft-spoken, compassionate, and observant nature, I believe school counseling might be a great field for me –– one that I can be myself and become the person I want to be. I realized that my purpose in life was to help those in need because the world so desperately needs that at the moment. I feel like my past experiences in counseling elementary and high school students at various nonprofit organizations, especially at IEA, have ultimately led me to where I’m at. It didn’t matter how many people I was helping because I’m satisfied knowing that helping one person can change his or her world. It’s strange how I entered IEA wanting to pursue one field (film) and coming out wanting to pursue another field (psychology). It just goes to show that life and the choices you make in life are constantly changing. Therefore, you’re always learning how to adapt to these changes.

This summer, I had the chance to intern at the Institute for Educational Advancement. The eight-week internship went beyond my expectations. I learned so much more than I could have asked for, whether that was figuring out how to entertain Academy students or learning how to juggle different tasks. In the past, I usually had one mentor to guide me throughout my internship. It was different when I entered IEA. I worked with multiple staff members, learning something new from them each day. I felt like everyone was a mentor to me in some way or another. However, Niña was my main mentor. She not only trained me to be an intern, but also to be a role model for other students. Her kindness, patience and selflessness really spoke volumes to me during this entire process, and I look up to her for that.

My role as an intern included helping both Academy, an academic program tailored towards gifted elementary and middle school students, and EXPLORE, an externship program that immersed high school students into a professional field of their choice. On Mondays and Wednesdays, I would be based at the Academy site, where I would take pictures, watch over the students during their breaks, attend to their needs, assist the other staff members and work on any additional tasks. Interacting with the younger students made me realize that a person should never be judged by his or her age. The brightness and intelligence these students exuded really shone in the classroom and in the relationships they formed with their peers.

Once I finished with Academy tasks, I would then work on EXPLORE, which included recording any budget-related expenses, updating the databases and prepping for the workshops. I also checked, processed and formatted the students’ assignments before compiling them into their very own E-portfolios. Overall, I’m proud of these students for all their hard work. Their E-portfolios reflected the progress they had made over their weeks with the program.

On Fridays, I would switch gears. Instead of being at Academy, I would go on various excursions with Niña and EXPLORE students. Some of the places we visited included Cal Tech, USC and the Arts District. On the first week of EXPLORE, we took a “Green Muffin” tour, exploring the heart of Downtown LA. I even went through my very first escape room experience that left me feeling stumped yet exhilarated. My group was so close to escaping! In the weeks following, I sat in on the EXPLORE workshops, where I learned about public speaking, networking, resume-building and the college application process.

Knowing that my time was limited with these students, I tried to make the most out of the workshops we had by getting to know each one of them. I found that the students were not only vocal about their opinions but were also creative in their own little ways. During lunch, the students would separate into their own tight-knit groups, with one group socializing and the other group playing cards. Although both groups had two very different dynamics, they came together quite nicely. The students were very accepting of each other and tried to include everyone in the group discussions and activities. These moments of collaboration made me think of myself as an EXPLORE extern once again.

It’s strange to think that I went from being an EXPLORE extern to an IEA intern. Instead of going through the program, I was now helping to prepare for it. I’ll never forget IEA and the impact it has had on my life. IEA has given me the tools and confidence I’ll need to succeed in life and in the future. I know that if I ever need advice, support, encouragement, or just someone to talk to, I can always rely on any of the IEA staff members. Although my internship is over, the journey isn’t over for me just yet. I’m planning on volunteering with IEA throughout the school year. Who knows where the organization will lead me next? I’m excited to find out!

You can view many of Kaitlyn’s photo from this Summer on IEA’s Facebook Page. Check out the Academy and EXPLORE photo albums to see photos of her experience this Summer.

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

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

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

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

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

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

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

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Min-Ling is IEA’s Apprenticeship Program Coordinator. She joined IEA after teaching high school mathematics in Los Angeles. Her dedication to supporting high-potential students is rooted in her own experiences as a student who struggled to find outlets that nurtured her intellectual and social dispositions.

Amelia is a 10th grader who attends a small private school in Northern California. She enjoys singing and dancing, as well as reading about the universe and diving into the intricacies of supernovae. Amelia is self-motivated but often finds that her school and the courses offered do not satisfy her curiosity in the arts, math, and sciences. The content to learn within her school is often shallow, and completing assignments of knowledge-gathering is baffling to her, as she can find the answer with taps on a keyboard and Wikipedia. She despises memorization. Amelia is respectful. With that said, she follows her enthusiastic and inspiring teachers as they “cover material” which she masters quickly. Amelia is an example of a gifted child within “American schools [that] pledge to educate everyone and expose students to a wide variety of topics” (Davidson, 2004). Amelia’s needs are oftentimes overlooked.

Providing safe and nurturing learning environments for gifted students is often difficult when the student seeks services within educational spaces that are not aware of the needs of gifted youngsters. As the coordinator for a gifted program and a teacher of general education students, I have gained knowledge and experience from my interactions with teenagers. Being an advocate is pivotal in my responsibility to offer the best learning environment for gifted students.

Understanding the needs of a gifted teenager

Advocating for a gifted teenager will require one to look at how we evaluate a valuable learning opportunity. “A gifted, creative child needs [his or her] creativity honed and trained” (Davidson, 2004). Gifted and creative students need options to dive deeply in content and insights from experts to develop passion. They often feel pressures to achieve or not achieve based on structures in place to support their development. As a supporter of a teenager, being open and flexible to his or her passions is vital. Asking questions that qualitatively investigate learning experiences rather than quantitatively evaluating success will motivate students to find their passion. It’s nice to feel you have room to learn and then decide if you would like to continue with the path.

Clear communication of needs

To communicate as an advocate, one must look to the student. Seeking inherently higher intellectual simulations and communicating the needs socially and emotionally of the teen will be a critical component of being an advocate. Listening and observing will be the greatest part to communicating what teenagers may need for their learning. “The construct of meaningfulness, challenge, choice, interest, and enjoyment, have been shown to be central to learning” (Gentry & Springer, 2002). While keeping this criterion in mind, asking observational questions of educators in the youngster’s life will help identify his or her needs. Oftentimes having a mentor to help guide the teenager will enable the needed growth of a gifted student. Having a content expert develop a professional relationship with the student and give constructive criticism will give a youngster real-world working skills.

Be willing to compromise

As an advocate, one will need to work with various people. Finding the best fit for a gifted teenager will require discussion and planning with the youngster, mentor, educators, and family. When there are many vested interests and experts working to find or provide the best opportunities, it might not fit the vision of everyone, but keep the youngster and his or her need for enriching experiences in mind. Ellen Winner writes about gifted children and their “rage to master,” in other words, their willingness to do what they are passionate about for hours each day until they find their level of mastery (Whalen, 2000). Sometimes the path of a gifted teenager is unconventional, but keeping the youngster’s needs in mind will help construct and execute the best fit.

Reflection

Continuous consideration and assessment of learning experiences will identify the strongest approaches to nurturing a youngster. Advocating for a teenager will require a subjective reflection of the teenager’s desires and needs as he or she nears adulthood, “looking at gifted children, first and foremost, as the unique beings that they are rather than the eminent adults the might someday become” (Delisle, 2014).

References:

Davidson Institute for Talent Development. Advocating for Exceptionally Gifted Young People: A Guidebook (2011). Web. 25 Sept. 2014.

Whalen, Sam. “Sustaining ‘The Rage to Master’: A Conversation with Ellen Winner.” The Journal of Secondary Gifted Education, Spring 2000.

Gentry, Marcia, and Penny Mork Springer. “Secondary Student Perceptions of Their Class Activities Regarding Meaningfulness, Challenge, Choice, and Appeal: An Initial Validation Study.” The Journal of Secondary Gifted Education, Summer 2002.

Davidson, Jan, Bob Davidson, and Laura Vanderkam. Genius Denied: How to Stop Wasting our Brightest Young Minds. New York: Simon & Schuster, 2004.

Delisle, James R. Dumbing Down America: The War On Our Nation’s Brightest Young Minds (And What We Can Do To Fight Back. Waco: Prufrock Press, 2014.

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This post is part of the Hoagies’ Gifted Education Page October Blog Hop on Gifted Advocacy. Check out all of the other great blogs participating in Hoagies’ October Blog Hop here.

Photo credit: Innovation_School via photopin cc

Min-Ling is IEA’s Apprenticeship Program Coordinator. IEA’s residential summer Apprenticeship Program links gifted high school students from across the country with mentors who advance each participant’s skills through the application of knowledge and exposure to real world experiences. These life lessons in personal and intellectual development are invaluable to their growth and assist them in making pertinent connections for the future.

“Everything you can imagine is real.” Pablo Picasso

I had the honor of spending seven weeks – a time that has magically flown by – alongside wonderful students whom I could not get enough of. Their passion and diligence radiated all around them, and I watched each of them grow over the course of the summer. I feel privileged to have been witness to not only their physical growth (hair and height) but to the development of their perseverance and the bloom of their self-confidence.

As an IEA Apprentice, students must possess an innate desire to learn and an insatiable thirst for knowledge. Driven by these characteristics, each Apprentice worked alongside eminent professionals, becoming a vital part of a research team and/or project. These opportunities posed challenges that gifted students typically do not face in the classroom. The unique difficulties posed by the need to acquire as much knowledge of a subject as possible in an effort to become a productive contributor and by entering into professional cultures they had not yet experienced helped each student develop a newfound maturity. Doctors, research scientists, lawyers, and I comprised the team of mentors who committed to providing support for the Apprentices as they began to mature intellectually and socially, and we provided opportunities for them to learn and to succeed on their own laurels.

Apprentices cultivated relationships with each other and found the acceptance and the strength they needed to conquer the challenges they faced. After each arduous work day, dinner was the time when they shared their struggles to comprehend complex science jargon, algorithms, design techniques, and intricate medical procedures, all the while discussing their experiences with hot wire cutters and petri dishes. Somehow, dinner conversations always culminated in discussions about who they were rooting for on MasterChef or the games they planned to play back at the dorm.

During the evenings and on weekends, Resident Advisers and I engaged the Apprentices’ teenage selves. In an effort to bridge asynchronous highly able minds with their adolescent emotional and psychological needs, we played Pictionary, bowled, went ice skating, and attended a baseball game. Many of the kids also completed summer AP assignments, and many watched a Harry Potter marathon. Astonishingly, I watched each of the Apprentices achieve balance.

At this time last year, I could only dream of these young adults, who have now exceeded all of my expectations. It is now time to plan for next year’s program, and I can only imagine who the phenomenal students will be that take part in Apprenticeship 2015.

See photos from Apprenticeship 2014!

Do you know a gifted high school student who would benefit from Apprenticeship? Sign up for our email list to stay updated on our 2015 offerings!

“I am happy to be in a room of too’s,” said Betsy Jones, IEA President, as we concluded IEA’s Summer Spotlight this year. “We are all too’s – too emotional, too smart, too intense….”

Tuesday, June 8, was a bright evening of community, learning, and friendship as IEA and its community gathered at the University of Southern California for dinner and a time of sharing. Eight IEA Apprentices, who studied Industrial Design under Stan Kong at Art Center College of Design, displayed their impressive concept design sketches – pieces of art that would later become final projects. Posters, books, and sculptures created by Academy students, Caroline D. Bradley Scholars, and Yunasa campers were also scattered about USC’s Vineyard Room, along with plenty of photos of Academy kids at The Huntington Library, Art Collection, and Botanical Gardens; Yunasa West campers frolicking in Colorado; and CDB Scholars who convened for the Bradley Seminar in April.

After dinner, IEA’s Program Coordinators introduced speakers from each of IEA’s programs. Min-Ling Li, the valiant leader of 29 Apprentices, began by announcing both Alex T., who is studying shock waves with Dr. Eliasson at USC, and Robert, an Industrial Design Apprentice.

Alex’s speech was an expounded acrostic he created from the letters of IEA: I –“I am Alex,” he began. This is Alex’s second year as an IEA Apprentice, and he thanked the Caroline D. Bradley Scholarship program for introducing him to an opportunity that would change his life. “Once you are a part of IEA, you support it, and it supports you,” he said. E – “Eager. That is what the students here are,” Alex continued. Finally, A – “Apprentice…we are all Apprentices, because every day we learn something new. One thing I learned while I was here is of all the gifted children being overlooked by teachers. IEA works to find them and help them come to terms with their giftedness…Institute for Educational Advancement: intelligent, eager, able,” he concluded.

Robert, who came to the Los Angeles-based Apprenticeship Program all the way from Miami, is a first-year Apprentice who described his experience as a time of extremely hard work and the unbelievable opportunity to “study at a school he hopes to get into in a field he hopes to make a career out of.”

One of IEA’s earliest Caroline D. Bradley Scholars, Ryan, spoke next: “It’s much more than a monetary gift – it’s a community,” he said of CDB. According to Ryan, CDB helped him develop the confidence to be whatever it is he wanted to be. When it was time to apply for college, the CDB coordinator helped him apply. Ryan opted for Harvard, where he began by pursuing an education in engineering, ended up in neuroscience, found himself in musical theater, and finished his degree in creative arts. Now Ryan produces movies – Lego movies, of late.

Arden, a six-year-old Academy student, stood upon a chair to reach the microphone and talked about how, in the past year at IEA, he has taken a Shakespeare class from a professional actor, advanced his math skills with a teacher who made it fun, made his first short film, painted himself blue using ice and an infrared camera in his first Physics class, and was introduced to the Spanish language for the first time. “If that wasn’t enough,” he said, “IEA has given me this opportunity in public speaking!”

Finally, 10-year-old Alexander A., who also stood on a chair to speak, described Yunasa as a place where he is able to be himself, a place where he feels loved and accepted by all the people around him. At Yunasa and Yunasa West, Alexander has learned practical ways to help him calm down when he feels tense and emotional. He talked about Senior Fellows Patricia Gatto Walden, Ph.D., and Michael Piechowski, Ph.D., who have given him hugs and engaged him in conversations about deep and interesting things. Alexander’s favorite Yunasa activity is the low ropes course because, he said, “you get to work as a team to get through obstacles.”

When the young brilliant pundits of IEA finished their enlightening speeches, Betsy Jones told a story of a girl she met at Yunasa West this year. This young lady explained to Betsy that when she feels sad, she spends time with her “Too People.” She has always been told that she is “too intense, too distracted, too talkative, too quiet, too much,” so her stuffed animals became a family of “too’s” who provide a safe place where she can exist without feeling chastised. IEA has been around for 16 years, and it is still one of the only organizations in the world where, as Betsy said, these young brilliant individuals “can grow and learn and be and do whatever it is they want to do.”

Summer Spotlight was an evening of illumination – a light shone upon a community of “too’s” and the programs that help them to grow, succeed, learn, and feel safe to be themselves.

Take a look at more photos from Summer Spotlight 2014!

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Every gifted person has a unique story. The following story is part of a series of posts depicting the many faces of gifted by highlighting gifted children and adults we have found through IEA programs. IEA’s Apprenticeship Program – mentioned in this story – links gifted high school students from across the country with mentors who advance each participant’s skills through the application of knowledge and exposure to real world experiences.

Sneha Chidambaram
2013 Apprentice, Social Media and Media Relations, University of Southern California

“At first, I was definitely intimidated to enter into a real, adult workplace as a mere high school junior. But looking back, I feel this one nerve-wracking transition was what helped me gain more confidence in myself,” high school senior Sneha explained about her IEA Apprenticeship experience.

A counselor at an SAT Prep center told Sneha about IEA’s programs. “What interested me the most about IEA Apprenticeship was the fact that I would be working one-on-one and alongside a professional in my desired field of study, business. After searching for numerous summer programs as an anxious high school junior interested in business, I felt that the Social Media and Media Relations Apprenticeship suited my interests perfectly, as it is the perfect opportunity for getting a snapshot into the business world.”

During her apprenticeship, Sneha conducted competitive market research on Facebook pages, websites, and Twitter feeds; developed a logo; and wrote a news release that was published on the USC News and USC Marshall School of Business websites.

I asked Sneha how she felt going back to high school after her Apprenticeship. “In terms of academics, I feel my procrastination has reduced drastically, and I approach my tasks more methodically. I have definitely grown to plan effectively and manage my time more wisely!”

This summer, Sneha’s plans include “relaxing, eating, shopping, and hanging out with my friends and family,” before heading east to attend University of Pennsylvania’s Wharton School to study business. “After my Apprenticeship, I can definitely say that I fell in love with the corporate world, and I definitely intend to work in a corporate firm upon my college graduation. At this point in time, I am leaning more towards the financial sector, so I aspire to work in either a top investment banking firm, or maybe even a private equity firm!”

See what Sneha and other IEA program participants said about their IEA experiences at our 2013 Summer Spotlight.

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Dr. Veronica Eliasson
Assistant Professor, Department of Aerospace & Mechanical Engineering at University of Southern California
Education:
Ph.D., Mechanics, Royal Institute of Technology, Sweden
M.S., Mechanical Engineering, Royal Institute of Technology, Sweden
Research Interests:
Shock wave behavior in gases and liquids, shock wave focusing, fluid-solid interactions

For the last two summers, Dr. Veronica Eliasson has introduced high school students to shock wave research through IEA’s Apprenticeship Program. This program links gifted high school students from across the country with mentors like Dr. Eliasson who advance each participant’s skills through the application of knowledge and exposure to real world experiences. Dr. Eliasson, who will be joining us as an Apprenticeship Mentor again this summer, took some time to talk to us about herself and her experiences.

Describe your educational journey.

My dad always told me I should get a Master’s degree in some kind of engineering area. I kept saying no — but somehow I still ended up with a Master’s degree in Engineering. My dad was right, he knew I had the interest and background to do well in such a program and that there are plenty of opportunities to shape your career any way you like afterwards.

So, when I was 19 I moved to Stockholm to attend KTH (Royal Institute of Technology). I applied to a program in Vehicle Engineering only because of the way their brochure looked (perhaps not the best way to pick your undergraduate/Master program). It had pictures of trains, boats and cars, and I thought it would be very interesting to understand the physics behind how they work. The last year I went in a different direction and specialized in nuclear safety. I thought it was very fascinating to learn more about nuclear fuel plants, how they operate and how to keep them safe. My Master’s thesis was conducted in collaboration with a nuclear fuel company, and when I was done I knew I wanted to attend a PhD program to learn more, not necessarily about nuclear fuel, but something with fluid mechanics. I applied for a PhD position at the Mechanics Department at KTH with a Professor working on shock waves (something I knew very little about). I got the position, and it was the beginning of a very fascinating journey, learning about shock waves through experiments and numerical simulations. It was scary in the beginning not knowing there was a “right” answer at the end, that no one knew ahead of time what the results of the experiments would be. It was very different, and certainly more fun, than taking a course where the correct answers to all questions are displayed at the end of the book.

What are your hobbies? What do you do to re-energize yourself?

I really like sports. Since I became an Assistant Professor at USC, I have started practicing Muay Thai kickboxing, Jiu-Jitsu, and boxing. They are great sports to relieve stress, and you have to stay in the moment—you cannot worry about the past or the future. I also like bicycling, and we have about nine bikes at home at the moment. Southern California is great for road biking, mountain biking or just taking a chill ride on your fixie. Apart from sports, I like to explore new vegan restaurants and try new types of food. I also have a large collection of sneakers, and the nicest ones are displayed on shelves in my house.

Exercising is the best method for me to feel re-energized. Even a short run in the morning works if I have little time. If I’m at work and need to re-energize, I sometimes go buy a tea and then go to my lab to see how my students are doing. My students are so full of positive energy, and their new results, their new questions and their personalities make me believe I have the best job in the world.

What aspects of mentoring do you feel are most rewarding?

When students come back to me and tell me about them getting, for example, an internship they really wanted, or the job of their dreams, that makes me very happy. It is nice to see that what we teach students actually helps them to advance their careers, and it is always fun to hear about their next step in life. It is also rewarding to see students who have struggled with certain things move forward, overcome their struggles and become successful.

Thank you to Dr. Eliasson for taking the time to talk to us, and thank you so much for your commitment and contributions to IEA’s Apprenticeship Program!

IEA is currently looking for Mentors and accepting applications for Apprenticeship 2014 in Los Angeles. If you are a high school student interested in applying for Apprenticeship, visit the Apprenticeship page of our website. If you are interested in becoming a Mentor, please contact us at Apprenticeship@educationaladvancement.org.

Every gifted person has a unique story. The following story is part of a series of posts depicting the many faces of gifted by highlighting gifted children and adults we have found through IEA programs. IEA’s Apprenticeship Program – mentioned in this story – links gifted high school students from across the country with mentors who advance each participant’s skills through the application of knowledge and exposure to real world experiences.

Melissa M.
2013 Apprentice, Astronomy, California Institute of Technology (Caltech)

“Seeing the way the professors critiqued their students truly was an unexpected treasure of the Apprenticeship Program, as it revealed, unfiltered, the true dynamics of a research environment and showcased the intrinsically collaborative nature of research,” Melissa said about her four-week IEA Apprenticeship at Caltech last summer.

“I worked under Drs. Djorgovski, Donalek, and Mahabal in Caltech’s Department of Astronomy to create interactive, multimedia presentations using the WorldWide Telescope platform. My main job was to take data from my Mentors’ research about atomic emission spectra, Doppler shifting, and variability, and present it in a way that the everyday person can understand through ‘tours’ on the program. I worked with one other apprentice, Daniel Wright, who worked on a tour about asteroids.”

“Every few days I would meet with one of my Mentors to discuss my project and bounce around ideas, and they would give me corrections and suggestions to improve my project. Having these meetings was invaluable, as I had the opportunity to work with professionals in a workplace environment as opposed to in a classroom setting.”

Melissa, a high school junior, heard about IEA’s program from her brother, Nick, who was a 2010 Apprentice also at Caltech. Nick worked with Dr. Ravichandran and tested materials for aerospace vessels.

“I come from a small, all-girls school that has little access to sophisticated resources for the science curriculum. The contrasting plethora of resources and materials at Caltech gave me an invaluable experience that I would not have had the chance to have at school, and it further motivated me to pursue a career in the sciences.”

Though she loves astronomy, Melissa plans to major in biology in college and is interested in studying virology. “Apprenticeship revealed to me the beauty of a research environment, and I wish to pursue that after college. I really value education and research, so what better way to honor both than to work at a university?”

Melissa is also a pre-professional ballet student, dancing approximately 15 hours a week. “I’ve been dancing ever since I was two, so ballet has become an integral part of me and has played a crucial role in developing my work ethic and worldview. Because my commitment to ballet became quite serious early on, I learned to manage my time very efficiently at a young age in order to juggle both school and ballet. As a dancer, I have to be able to memorize and perform a combination after a single cursory explanation, so following directions has rarely ever been a problem for me. Because the success of a dance depends on the precise execution of the details, I’ve naturally incorporated that attention to detail in my work. Ballet is all about performance and improvement, so I have to be quite open to critique and suggestions. Most importantly, since performances have no room for frustrated reactions to mistakes, I don’t have time to let problems and slip-ups compromise the quality of my work, so I’ve learned to accept, learn from, and use my mistakes to improve. My experience with ballet and the lessons it has taught me became crucial during my time as an Apprentice.”

Per Melissa, taking on the Apprenticeship Program from IEA is challenging but rewarding. “As long as you are willing to learn and aren’t expecting to be handed a major role in important research, I say go for it,” Melissa said. “Of course, your Mentor may entrust you with an important project, but don’t be disappointed if you aren’t allowed to handle the fancy equipment. Apprenticeship is about experiencing the daily life of a university researcher more than anything else. If you value this kind of experience, the Apprenticeship Program will be a treasure trove of learning for you. If you do become an Apprentice, it is essential that you keep your mind open to new ideas and suggestions. The program is meant to provide a unique learning experience for you, so I advise that you use that to your advantage.”

Over the summer, Melissa also found a community she values deeply. “Aside from the actual Apprenticeship, the IEA Apprenticeship community was so warm and welcoming; it’s almost like a second family. You’ll find yourself immersed in deep philosophical discussions with your fellow Apprentices during dinner and then laughing together over frozen yogurt. Sharing the program with other Apprentices in both STEM (Science, Technology, Engineering and Math) and industrial design will really give you a new perspective on everything – you’ll see not only the scientific mind, but also the artistic mind’s view of any given issue. Each person is unique and, obviously, gifted. I admired each and every one of my fellow Apprentices because they are all so talented, personable, and intelligent, and if you become an Apprentice, you’ll find that you, too, will form great friendships with other beautiful people.”

Do you know a high school student who would be interested in an experience like Melissa’s? We’re currently accepting applications for Apprenticeship 2014!

1. We moved into our new home!

Thanks to a generous gift by a longstanding IEA supporter and friend, we are excited to be in our new home!

2. Yunasa was awarded the inaugural NAGC Global Awareness Network Annemarie Roeper Award.

IEA is the first organization to receive the Annemarie Roeper Award presented at the 2013 National Association for Gifted Children (NAGC) National Convention by the NAGC Global Awareness Network. The award, in its inaugural year, is presented to one individual and one program “whose efforts further develop global awareness for and by gifted children and those who are concerned with them. Annemarie Roeper, co-founder of the Global Awareness Network, held profound insights into the multifaceted inner world of gifted children and deeply understood the need to foster global awareness to reflect the unique perspectives of gifted children and to respond to their inherent concerns about the world they live in.” We were honored to receive this award and to be in the amazing company of the first individual recipient, Dr. Linda Silverman.

3. IEA community members gathered to discuss IEA’s strategic plan.

In September, 30 IEA staff members, board members, parents, and alumni gathered to discuss the direction of IEA. It was a fun and productive weekend, and we look forward to the next steps in this process as we plan for IEA’s continued growth. We greatly appreciate all of those who took time out of their busy schedules to help us with this crucial part of the strategic planning process. Keep an eye out for more information as we continue this process in the coming year.

4. Caroline D. Bradley Scholars and alumni celebrated a wide variety of successes.

Laura Ball, a CDB alumna from the class of 2006, received the prestigious Thiel Fellowship. Several CDB Scholars were named to the U.S. Math Olympic Team, and several will be on teams representing the U.S. in history, math, and science at an international level. 2013 Scholar Vinjai gave a TEDxKids Talk. 2011 CDB Scholar Anirudh was selected as the winner of the United States Stockholm Junior Water Prize (SJWP). 2010 CDB Scholar Kiran was selected as a Montage Memory Maker for his creation of web-based nonprofit Waste No Food. Fifteen new young students were also named 2013 Caroline D. Bradley Scholars.

5. IEA honored two valued members of the IEA community, Dr. Henri Ford and Mr. Stan Kong, at the Moonlight & Stars Benefit Dinner.

In October, we hosted more than 90 guests at the home of IEA supporters Kate Duey and Bob Malchione for the Moonlight & Stars Benefit Dinner. The evening brought together program alumni, Mentors, parents, board members, and supporters for a lovely evening celebrating 15 years of IEA and honoring Dr. Henri Ford and Mr. Stan Kong for their service to IEA’s Apprenticeship Program and the Los Angeles community. The event raised more than $11,000 to support IEA’s programs for gifted youth. Thank you to all who attended and all who supported this event!

6. We launched Genius Day, a new initiative for our continuously developing Academy program.

These days of deep learning give students the opportunity to work with an expert in the field as they uncover the contributions of a person we consider a genius. The first Genius Day focused on Charles Darwin, while students in the second Genius Day studied William Shakespeare.

We also offered 15 new Academy classes over the course of 2013 and gained many wonderful new Academy instructors. New classes included: Academic & Personal Strengths Coaching, Chemistry Lab, Egyptian Mythology, the Female Hero in Myth & Literature, Looking for Shakespeare, Primary Advanced Language Arts, Primary Advanced Math, Rube Goldberg History & Creation, and many more!

7. The gifted community found new resources and support in IEA social media.

Thousands of visitors viewed the IEA blog over the past year, with many resources for parents of gifted kids proving helpful and popular. “12 Lessons About Gifted Kids from Matilda” was our most popular blog post, as it struck a chord with many who identify with the beloved children’s book character. On Facebook, IEA also reached a milestone of 1,000 fans.

8. IEA hosted seven free Gifted Child Parent Support Group Meetings. 

IEA hosts monthly talks to explore ways to meet gifted children’s particular needs and learn more about this amazing group of young people. These meetings are intended primarily for parents of gifted children to provide support and community in the midst of the joys and challenges of raising a gifted child. In 2013, speakers included IEA Senior Fellow Dr. Patricia Gatto-Walden, parent Sharon Duncan, gifted expert Dr. Joanna Haase, IEA President Elizabeth Jones, past program participants, and college counsellor Kate Duey.

9. Students, parents, and supporters gathered for IEA’s Summer Spotlight.

In July, 115 students, parents, and supporters of gifted education gathered at USC for IEA’s Summer Spotlight 2013, an event designed to showcase gifted students and the programs we offer to meet their needs.

10. Yunasa West saw a second successful year in Colorado.

Twenty-four campers from across the country joined us for Yunasa West 2013. This was the second year of Yunasa West, a second location for our pioneering Yunasa summer camps, and it proved to be yet another memorable and magical year!

11. Three new staff members joined our team.

• Lauren Albrecht, Development Coordinator
• Louise Hindle, Academy Coordinator
• Min-Ling Li, Program Coordinator working with Apprenticeship

12. Forty-two high school students from across the country came to Los Angeles to work with eminent Mentors through our Apprenticeship Program.

These students worked in fields such as biomathematics, ethnomusicology, architecture, physics, pediatric medical research, industrial design, and more. Apprentices gained hands-on experience in their area of study. Sneha, a Media Relations and Social Media Apprentice at USC, wrote an article that was published on the USC News and USC Marshall School of Business websites.

13. And, most importantly of all, IEA programs supported more than 200 bright young minds!

As you can see, 2013 was a great year for IEA, and we could not have done any of this without your support.

Philanthropic support for IEA was extremely strong in 2013. We continue to receive tremendous support from families who have benefited from IEA’s programs as well as from friends of the work we do. Thank you to all who contributed this year and to the numerous volunteers who assisted in our programming, marketing, and fundraising efforts. Thanks to you, we are able to deliver our unique and highly customized programs to even more bright and eager learners across the country.

Thank you for being a part of our community. We look forward to an amazing 2014!

Interested in 2014 programs? Applications and information for all 2014 IEA programs are now available on our website.