Research about the gifted university student is sparse (e.g., Hébert & McBee, 2007; Rinn 2005, 2007), partly because it is widely believed that the very nature of the post-secondary education system will simply and efficiently meet the needs of gifted students. This presentation explores the first-year university transition experience of gifted students, and the impact of this transition on their learning experience. Thematic analysis of the data revealed that gifted students experienced transition issues similar to the average student population, with one exception–struggling gifted students indicated that there was a gap in their learning skillset. In other words, these students were also faced with the task of “learning how to learn.” The findings from this study will be of benefit to a range of stakeholders, from the gifted individuals themselves to academic counselors, instructors, administrators, and parents. Implications of these findings will be presented/discussed.
Dr. Adrienne Sauder recently completed her PhD in Educational Studies from Western University and currently works at King’s University College as the Learning Skills Strategist. Her research interests focus on the academic transition experiences of gifted students and the development... Read More →
