Susan Baum is a professor at the College of New Rochelle where she teaches graduate courses in elementary education and the education of gifted and talented students. She received a B.S. degree in elementary and special education from Syracuse University and an M.A. degree in learning dis-abilities from Montclair State College. She earned a doctorate at the University of Connecticut in the education of gifted and talented. Dr. Baum has had over 30 years’ experience in the public schools as a classroom teacher, special education teacher, teacher of the gifted, learning disabilities specialist, and an educational consultant. Dr. Baum’s professional activities include consulting both nationally and internationally, writing, and researching in many areas of education, including differentiated curriculum and instruction, emotional needs of children, gifted education, gifted learning disabled students, primary-aged gifted youngsters, gifted underachieving students, and economically disadvantaged students. Her publications in these areas include the following books: Creativity 1,2,3; Chi Square, Pie Charts and Me; and To Be Gifted and Learning Disabled: From Identification to Practical Intervention Strategies. She is coeditor and author of sev-eral chapters in a book titled Nurturing the Gifts and Talents of Primary Grade Students and is coauthor of the recent Multiple Intelligences in the Elementary Classroom: Pathways to Thoughtful Practice, in collaboration with Howard Gardner. Her most recent books are titled Toolkit for Teens: A Guide for Helping Adolescents Manage Stress and To be Gifted & Learning Disabled: Strategies for Meeting the Needs of Gifted Students–LD, ADHD, and More (revised edition). Dr. Baum served on the Board of Directors of the National Association for Gifted Students and is past secretary for the organization. In addition, she is past president and founder of the Association for the Education of Gifted Underachieving Students (AEGUS).

Sally M. Reis is a professor and the department head of the Educational Psychology Department at the University of Connecticut where she also serves as principal investigator of the National Research Center on the Gifted and Talented. She was a teacher for 15 years, 11 of which were spent working with gifted students on the elementary, junior high, and high school levels. She has authored more than 130 articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students. She is also interested in extensions of the Schoolwide Enrichment Model for both gifted and talented students and as a way to expand offerings and provide general enrichment to identify talents and potentials in students who have not been previously identified as gifted. She has traveled extensively conducting workshops and providing profes-sional development for school districts on gifted education, enrichment programs, and talent development programs. She is co-author of The Schoolwide Enrichment Model, The Secondary Triad Model, Dilemmas in Talent Development in the Middle Years, and a book published in 1998 about women’s talent development titled Work Left Undone: Choices and Compromises of Talented Females. Sally serves on several editorial boards, including the Gifted Child Quarterly, and is a past president of the National Association for Gifted Children.