Add-On Licensure Program for Teachers
Academically/Intellectually Gifted (AIG)
Duke's Program in Education offers non-degree, graduate level coursework in gifted education to in-service teachers. Teachers can obtain AIG (K-12) add-on licensure to their North Carolina teaching license by completing four courses (12 semester credit hours) and a one-week summer practicum.
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Delivery Models for Our Program
Currently, Duke serves cohorts of teachers through campus and distance program models.
- Serving teachers who are within a 30- to 45-minute drive from Durham
- All classes meet face-to-face on the campus of Duke University in Durham. Classes meet on Thursday evenings from 5:00-7:00 PM.
- Serving teachers who are an hour or more drive from Durham
- Classes are delivered via a hybrid model as follows:
- 3 face-to-face meetings per semester. Three full-day (10:00 AM-3:00 PM) classes held on select Saturdays on the campus of Duke University.
- 8 live, virtual class meetings per semester via Zoom. Virtual classes meet on select Tuesdays from 5:00–7:00 PM. Participants need access to a computer, reliable Internet connection, and headset with microphone in order to participate.
- 2 asynchronous modules per semester housed in Sakai (a course management system similar to Blackboard). Each module consists of readings and/or videos and a related written assignment.
EDUC 620 - Nature and Needs of the Gifted Learner: An Introduction to Their Characteristics and Educational and Affective Needs
An introduction to the characteristics and unique educational and affective needs of the gifted. Philosophical considerations, historical perspectives, definitions and types of giftedness, incidence, and evaluation procedures will be explored. The role of society, counselors, teachers, parents, peers, and self in the social, emotional, and academic development of gifted children will be discussed. Focus will also be given to cultural comparisons of the manifestations of giftedness, ways of reversing underrepresentation of minority students in programs for the gifted, and affective and social-emotional topics/issues relating to giftedness. Consent of instructor required. One course / 3 units.
EDUC 621 - Methods and Materials for Teaching the Gifted Learner: Procedures for Differentiating Instruction
Fundamental procedures for differentiating instruction for gifted and talented students. The course builds on the background knowledge about the nature of gifted students, their characteristics and instructional needs presented in the prerequisite course, Nature and Needs of Gifted Students. A majority of the course content will be drawn from the textbook, including a description of each strategy, discussion on methods of implementation, and a summary of current research on the strategy's effectiveness. The textbook will be augmented by current readings from research and model lesson plans. This course is a post-bacc, non-degree course not open to Duke undergraduates. Consent of instructor required. One course.
EDUC 622 - Differentiating Curriculum for the Gifted Learner: Program Planning and Curriculum Development
Designed to prepare course participants how to organize and deliver appropriate curriculum for gifted and talented students, this course focuses on program planning, exemplary program models, and development of appropriately differentiated curricula for gifted/talented learners. Modifications in the content, process, product, affect, and learning environment of classroom and curricula are examined as they relate to gifted learners. Students will also understand how to develop learning experiences that are concept-based, open ended, and flexibly paced. One course / 3 units.
EDUC 623 - Practicum and Seminar in Gifted Education
This course is designed specifically to provide students with the opportunity to work with gifted learners in a differentiated educational program. Students will plan, develop, implement, and evaluate educational experiences for gifted learners. A special focus of the seminar will be devoted to the social and emotional development of the gifted learner Instructor consent required. One course / 3 units.
Who Should Apply?
Ideal candidates for the program:
- Have a minimum of three years teaching experience.
- Currently teach in a K-12 classroom.
- Hold a valid North Carolina teaching license.
- Consistently demonstrate effective instructional practice.
- Possess the ability to maintain a GPA of 3.0 in graduate-level coursework.
- Enthusiastically commit to a one-year program that includes a one-week summer practicum experience.
- Live in or near Durham (Campus Cohort) or within a 2 hour drive from Durham (Distance Cohort).
Students applying for admission into Duke University's AIG Licensure Program must be open to expanding their knowledge. In addition to the demanding workload within your own classroom at your respective school, the Duke University AIG licensure program is rigorous and will also require a substantial time commitment.
Applications are now being accepted for the 2021-2022 academic year.
National Association for Gifted Children (NAGC)
The NAGC is an organization of parents, teachers, educators, other professionals and community leaders who unite to address the unique needs of children and youth with demonstrated gifts and talents as well as those children who may be able to develop their talent potential with appropriate educational experiences.
North Carolina Association for the Gifted and Talented
An organization of teachers, parents, other educators, and community leaders who foster a better understanding of the needs and capabilities of academically/intellectually gifted children.
Hoagie's Gifted Education Page
Hoagies' is a comprehensive resource guide for education of gifted children. It's full of great information, with links to the most complete, easiest to use, resources on nearly every aspect of gifted education available on the Internet, plus lots of annotations and first hand information provided by parents.
The National Research Center on the Gifted and Talented
The National Research Center on the Gifted and Talented is funded by the Jacob K. Javits Gifted and Talented Students Education Act. The center is nationwide cooperative of researchers, practitioners, policy makers, and other persons and groups that have a stake in developing the performance and potentials of young people from preschool through postsecondary levels.
ERIC Clearinghouse on Disabilities and Gifted Education
ERIC is an acronym for the Educational Resources Information Center. The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) is one of 16 federally funded clearinghouses in the ERIC system, a nationwide information network sponsored by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), and administered by the National Library of Education (NLE). ERIC EC gathers and disseminates the professional literature, information, and resources on the education and development of individuals of all ages who have disabilities and/or who are gifted.
The Association for the Gifted (TAG)
TAG was organized as a division of The Council for Exceptional Children in 1958. TAG plays a major part in helping both professionals and parents work more effectively with one of our most precious resources: the gifted child.
The Davidson Institute for Talent Development
The Davidson Institute is a 501(c)3 operating foundation, formed in 1999 in Nevada for the purpose of supporting profoundly gifted young people and to provide them opportunities to nurture and develop their talents.
World Council for Gifted and Talented Children
Since its inception in 1977, the World Council has grown from an intimate support group of gifted educators to a diverse organization networking the globe with an active membership of educators, scholars, researchers, parents, educational institutions and others interested in giftedness. The Secretariat regularly receives requests for information and guidance from individuals around the world.
Supporting the Emotional Needs of the Gifted (SENG)
In 1981, SENG was formed to bring attention to the unique emotional needs of gifted children. It provided adults with guidance, information, resources, and a forum to communicate about raising and educating these children. Today SENG has expanded its goals to focus on not only gifted children, but also on gifted adults. Many schools, communities, and organizations focus on the intellectual needs of gifted individuals. SENG brings attention to the unique social and emotional needs of gifted individuals, which are often misunderstood or ignored. By underwriting and providing education, research, theory building, and staff development, SENG promotes environments where gifted individuals can develop positive self-esteem, thrive, and utilize their talents.
The Gifted Development Center
The Gifted Development Center is an assessment and counseling center that has served families of the gifted for nearly 23 years.
The Hollingworth Center for Highly Gifted Children
The Hollingworth Center is a national support and resource network focused on the needs of highly gifted children. A non-profit corporation, staffed by volunteers, the Center was founded in central Maine in 1983 by Kathi Kearney as a parent support group, in the belief that highly gifted children and their families need not feel isolated. The Center primarily serves as a clearinghouse of information and events concerning the needs of highly gifted children. The Center was named in honor of Dr. Leta Hollingworth, who conducted one of the first pioneering studies of exceptionally gifted children, their social/emotional needs and how best to educate them.
Research on Giftedness, Creativity and Talent (ROGCT)
ROGCT is a Special Interest Group (SIG) of the American Educational Research Association (AERA) which deals with research studies that focus on how giftedness and talent are developed and nurtured. The SIG encourages both international and national studies involving qualitative and or quantitative methods in a wide variety of topics: Conceptions, Models, Identification, Programs and Practices, Counseling, Creativity, Thinking Skills, Disabilities, Parenting, and Diversity.
National Excellence: The Case for Developing America's Talent
The 1993 National Report stated that "More than 20 years have elapsed since the last national report on the status of educating gifted and talented students. Much has changed since that report alerted Americans to the pressing needs of these youngsters and challenged policymakers to provide them with a better education. National Excellence: The Case for Developing America's Talent discusses these changes." The report goes on to describe the "quiet crisis" that continued in how top students were educated. Youngsters with gifts and talents that range from mathematical to musical were still not challenged to work to their full potential and it was our neglect of these students that made it impossible for Americans to compete in a global economy demanding their skills.
The Office for Civil Rights
OCR enforces several Federal civil rights laws that prohibit discrimination in programs or activities that receive Federal financial assistance from the Department of Education. These laws prohibit discrimination on the basis of race, color, and national origin, sex, disability, and on the basis of age. These laws extend to all state education agencies, elementary and secondary school systems, colleges and universities, vocational schools, proprietary schools, state vocational rehabilitation agencies, libraries, and museums that receive U.S. Department of Education funds.
National Center for Education Statistics (NCES)
NCES is the primary federal entity for collecting and analyzing data that are related to education in the United States and other nations.
APA Style Guide
On this webpage you will find the writing guide for the Publication Manual of the American Psychological Association, 6th edition (Aug 2015) as well as other resources and links.
Center for Gifted Education Policy (CGEP)
The CGEP, housed in the Education Directorate of the American Psychological Association(APA), generates public awareness, advocacy, clinical applications, and cutting-edge research ideas that will enhance achievement and performance of children and adolescents with special gifts and talents.
American Association for Gifted Children (AAGC)
The nation's oldest advocacy organization for gifted children, AAGC collaborates with other research groups at Duke through the Social Sciences Research Institute to carry out the mission and goals of the organization. AAGC publishes materials for the educational research community, for people in the medical profession, and for parents and teachers of gifted children.
This site includes biographical profiles of people who have influenced the development of intelligence theory and testing, in-depth articles exploring current controversies related to human intelligence, and resources for teachers.