Mensa Foundation Dissertation Mini-Grant

Mensa Foundation Dissertation Mini-Grant is sponsored by Mensa Foundation. Awards doctoral students conducting research that explores intelligence, creativity, or gifted education.

Elevate Research - Mini-Grant - Apply for Mensa Foundation The Mensa Foundation empowers the next generation of researchers through its Dissertation Mini-Grant program. Designed to support advanced doctoral students, this grant funds innovative studies that broaden our understanding of intelligence, creativity, gifted education, and related fields.

The Mensa Foundation Dissertation Mini-Grant provides $2,500 to advanced doctoral students conducting research on intelligence and gifted education. By funding innovative studies, the grant promotes research that addresses the complexities of intelligence, creativity, and related fields. $2,500 Award : Financial support to advance dissertation research.

Recognition : Highlighted via Mensa Foundation channels showcasing the recipient’s contributions to the field. Networking Opportunities : Potential to present findings at a Mensa Foundation event and engage with thought leaders in intelligence research. Impact intelligence studies.

Share your research with us. Eligible submissions for the Dissertation Mini-Grant must focus on building knowledge related to intelligence, creativity, or gifted education. Proposals may include original research findings, theoretical frameworks, or reviews that offer fresh perspectives and meaningful contributions to these fields.

Open to advanced doctoral students with an approved dissertation proposal. Research focus must align with intelligence, creativity, or gifted education. Acknowledge the Mensa Foundation in all publications resulting from the research.

Provide a copy of the completed dissertation to the Mensa Foundation. Be available to present findings at a Mensa Foundation event, if requested. Grant is non-renewable, and recipients can only receive the grant once.

Frequently Asked Questions Have more questions? Contact us at grants@mensafoundation. org.

Who is eligible for the Dissertation Mini-Grant? Advanced doctoral students with an approved dissertation proposal related to intelligence, creativity, or gifted education. What can the grant funds be used for?

Funds can be applied toward research-related expenses, including travel, data collection, or materials needed to complete the dissertation. Can I apply if I have received other Mensa Foundation grants/awards? Yes, as long as this is your first time applying for the Dissertation Mini-Grant.

How will grantees be recognized? Grantees will be featured on the Mensa Foundation website and in communications, and may be invited to present their findings.

The Relationship Between Mathematical Creativity and Perceptions of Teaching for Creativity in Mathematics Among In-Service Teachers and Pre-Service Teacher Candidates in Turkey: An Explanatory Sequential Mixed Methods Study Mathematics has a reputation problem, creativity gets credit for symphonies and novels, but rarely for algebra, even though it shows up whenever a student finds an unexpected solution or an original path through a problem.

Sipahi, a PhD candidate in educational psychology at the University of Georgia, is focusing her dissertation less on students and more on the teachers leading the classroom, since it’s their judgments about what counts as creative that shape the opportunities students get.

Her study follows classroom teachers, middle-school math teachers, and future educators in Turkey through surveys, interviews, and mathematical creativity tasks to better understand what helps or hinders creativity in math classrooms Mary A. Pei, a Ph. D.

candidate at Johns Hopkins University’s Department of Advanced Studies in Education and recent recipient of the Innovation in Research Fellowship, conducts groundbreaking research at the intersection of linguistics, semiotics, creativity, and measurement design. Her focus is on the identification, measurement, and development of talent and creativity in the United States and East Asia.

With a background in linguistics and Asian studies, Pei’s qualitative study delves into teachers’ perspectives on linguistic-cognitive bias in gifted identification tests, including the CogAT Nonverbal Battery and the Naglieri Nonverbal Abilities Test. Through interviews with gifted educators, she seeks to gain insights into stakeholder perceptions of these tests and linguistic-cognitive bias, contributing to equity in gifted education.

Kim Stephenson, an Assistant Professor of Elementary Education and Accreditation Support Specialist at Huntingdon College, is also a dedicated educator with experience in K-12 academic and gifted program leadership. Currently pursuing her Ph. D.

in Special Education Multiple Abilities with a focus on gifted education at the University of Alabama, Kim has successfully defended her dissertation titled “Comparing Pre-service and In-service Teachers’ Perceptions of Fostering Creativity in the Classroom.

” She holds leadership roles in various organizations, including President-Elect of the Alabama Association for Gifted Children and Chair-Elect of the NAGC Professional Learning Network. Kim’s research aims to examine the diverse perspectives of pre-service and in-service teachers on fostering creativity, exploring factors such as self-efficacy, societal value, teaching environment, and students’ creative potential.

This research contributes valuable insights to enhancing creativity in classrooms and supporting teachers in this endeavor.

Al Mansor “Shamin” Helal is an Education Policy doctoral candidate at the University of Arkansas who uses large-scale data, advanced quantitative methods, and emerging machine learning approaches to evaluate equity and effectiveness in gifted education—spanning identification, funding, and program impact to inform data-driven policy and long-term student outcomes. Helal is a candidate in Education Policy at the University of Arkansas.

He uses large-scale data and advanced quantitative methods to examine the equity and effectiveness of gifted education. His research spans program evaluation, funding, and student identification, with an emerging interest in applying machine learning to gifted education research.

His work aims to inform data-driven policies that improve gifted education systems through rigorous, policy-relevant research focused on access, effectiveness, and long-term student outcomes. Understanding the Longitudinal Impacts of Gifted Education: Policy, Practice, and Methods This dissertation broadly addresses the question: Does gifted and talented (G/T) education matter?

It examines the long-term outcomes of G/T education, with a focus on college enrollment and academic achievement, program evaluation methods, and equity in G/T education. Using longitudinal data and rigorous methods, this research comprises three interconnected studies. The first chapter examines college enrollment trends and selectivity among G/T students and their predictors.

The second chapter compares academic and college outcomes between G/T and non-G/T students using propensity score matching to address selection bias. The third chapter conducts a meta-analysis of experimental and quasi-experimental studies to assess the effectiveness of G/T interventions, with particular attention to methodological rigor.

Using advanced methods such as multilevel modeling and propensity score matching, the study addresses gaps in existing literature, including biases in program evaluation and limited focus on underserved populations and rural contexts. The inclusion of Arkansas as a focal point offers a unique lens to study G/T education in less-researched settings.

The findings aim to inform policies and practices that enhance the equity and effectiveness of G/T programs, contributing to the broader discourse on education policy and student outcomes.

Dr. Clark is the Assistant Director of Operations at Western Kentucky University’s Center for Gifted Studies and Executive Administrator of the World Council for Gifted and Talented Children; a NAGC leadership volunteer and active KAGE contributor, he researches honors education, leadership, and gifted/talent development (policy, creativity, social-emotional, underrepresentation, mathematics) and co-edited International Perspectives on Acceleration in Gifted Education with Julia Link Roberts.

The Center for Gifted Studies at Western Kentucky University Dr. Clark is the Assistant Director of Operations at The Center for Gifted Studies and the Executive Administrator at the World Council for Gifted and Talented Children. He currently serves on the Leadership Development Committee for the National Association for Gifted Children and will assume the role of Chair of the Annual Fund Committee this fall.

Dr. Clark is also active in the Kentucky Association for Gifted Education, providing volunteer support at the headquarters as well as during conferences and workshops. His research interests include higher education, particularly honors education; leadership; gifted education and talent development, including policy, creativity, social-emotional aspects, and underrepresentation issues; and mathematics education.

He presents at the state, national, and international levels. With Julia Link Roberts, he is the co-editor of International Perspectives on Acceleration in Gifted Education.

“Exploring Overexcitabilities and Openness to Experience in University Honors Students” There have been recent debates about whether to consider overexcitabilities in gifted education or to view them through the lens of the openness to experience domain in the Five Factor Model. This study will replicate the work conducted by Vuyk et al. (2016) with a sample of university honors students.

The Overexcitabilities Questionnaire II and the shortened version of the International Personality Item Pool Representation of the Revised NEO Personality Inventory will be administered to students. Data will be analyzed using structural equation modeling techniques, including confirmatory factor analysis and exploratory structural equation modeling.

This study has the potential to further clarify the extent to which overexcitabilities and openness to experience overlap. The Five Factor Model, a commonly accepted model of personality, includes five domains, one of which is openness to experience.

Some studies have suggested that there is overlap between the two theories and that it may be beneficial to consider giftedness through the framework of the Five Factor Model, which is more widely accepted in other fields. Replicating the study with a different sample will help clarify whether the theorized overlap between the two concepts holds.

This may help inform how we discuss psychological constructs of gifted individuals with the broader psychology field, whether through overexcitabilities via the Theory of Positive Disintegration or through the Five Factor Model. Unleash intelligence. Nurture brilliance.