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54 - Gifted Child Quarterly http/gcq.sagepub.com We Recruit...

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http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/001698620404800106 2004; 48; 54 Gifted Child Quarterly Anne N. Rinn and Jonathan A. Plucker Talented Undergraduates We Recruit Them, But Then What? The Educational and Psychological Experiences of Academically http://gcq.sagepub.com/cgi/content/abstract/48/1/54 The online version of this article can be found at: Published by: http://www.sagepublications.com On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for http://gcq.sagepub.com/cgi/alerts Email Alerts: http://gcq.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: http://gcq.sagepub.com/cgi/content/refs/48/1/54 Citations by Katherine Prammer on April 21, 2009 http://gcq.sagepub.com Downloaded from
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Institutions of higher education are increasingly focusing their recruitment efforts on academically talented students. As the competition for a tightening pool of stu- dents subsides and enrollments increase, a trend that is expected to continue through the next decade (Gerald & Hussar, 2001), many public colleges and universities are shifting their focus to the recruitment of a more talented student population. The conventional wisdom appears to be that, although the intellectual progress of all college stu- dents is important, the attitudes and accomplishments of the most talented students help to improve an institution’s academic atmosphere and differentiate a university from its peer institutions. Regardless of the motivations behind these recruit- ment priorities, the fact remains that public and private universities are actively competing for the enrollment of high-ability students. As Laycock (1984) noted, programs for the gifted are often used to court students to attend colleges or universities that do not already provide for the gifted (cf. prestigious, private universities, which are often essentially universities for the academically advanced). Programs such as honors colleges within public universi- ties, individualized majors, accelerated degree programs, and career counseling are designed to improve the bac- calaureate experience for talented students. This begs two important questions: What do we know about the effec- tiveness of programs and services provided for academi- cally talented undergraduates in public colleges and universities? And, perhaps more importantly, what do we know about gifted college students themselves? Gifted college students are typically defined as those students belonging to an honors program or honors col- lege at the collegiate level. Whereas identification of gift- edness is not easy at any level, identification becomes even more complicated at the collegiate level due to the lack of any standardized assessments to differentiate students.
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