Skip to main content

Anne N. Rinn

Title: Chair

Department: Educational Psychology

College: College of Education

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Indiana University, 2004
    Major: Educational Psychology
  • BS, University of Houston, 2000
    Major: Psychology

Current Scheduled Teaching

EPSY 6950.712Doctoral DissertationFall 8W2 2024
EPSY 6950.712Doctoral DissertationFall 2024
EPSY 6030.712Practicum, Field Problem or InternshipFall 2024
EPSY 6900.712Special ProblemsFall 2024

Previous Scheduled Teaching

EPSY 6900.712Special ProblemsSpring 8W2 2024
EPSY 6950.712Doctoral DissertationFall 2023
EPSY 6950.712Doctoral DissertationSpring 2023
EPSY 6950.712Doctoral DissertationFall 2022
EPSY 6610.001Theories and Paradigms of GiftednessFall 2022 SPOT
EPSY 6950.712Doctoral DissertationSummer 10W 2022
EPSY 5000.020Introduction to Educational PsychologySummer 3W1 2022 SPOT
EPSY 6650.001Developing Psychosocial Skills in Gifted and Talented IndividualsSpring 2022 SPOT
EPSY 6950.712Doctoral DissertationSpring 2022
EPSY 5000.090Introduction to Educational PsychologySpring 8W2 2022 SPOT
EPSY 5000.602Introduction to Educational PsychologySpring 8W2 2022 SPOT
EPSY 6950.712Doctoral DissertationFall 2021
EPSY 6030.712Practicum, Field Problem or InternshipFall 2021
EPSY 5990.020Supervised Research or Program EvaluationFall 2021 SPOT
EPSY 5990.026Supervised Research or Program EvaluationFall 2021 SPOT
EPSY 6950.712Doctoral DissertationSummer 10W 2021
EPSY 5000.020Introduction to Educational PsychologySummer 3W1 2021 SPOT
EPSY 5000.600Introduction to Educational PsychologySummer 3W1 2021 SPOT
EPSY 6950.712Doctoral DissertationSpring 2021
EPSY 5000.090Introduction to Educational PsychologySpring 8W2 2021 SPOT
EPSY 5000.096Introduction to Educational PsychologySpring 8W2 2021 SPOT
EPSY 5110.080Social and Emotional Components of GiftednessSpring 8W1 2021 SPOT
EPSY 5110.086Social and Emotional Components of GiftednessSpring 8W1 2021 SPOT
EPSY 6950.712Doctoral DissertationFall 2020
EPSY 6610.001Theories and Paradigms of GiftednessFall 2020 SPOT
EPSY 5000.020Introduction to Educational PsychologySummer 3W1 2020 SPOT
EPSY 5000.026Introduction to Educational PsychologySummer 3W1 2020 SPOT
EPSY 6030.712Practicum, Field Problem or InternshipSummer 10W 2020
EPSY 6650.001Developing Psychosocial Skills in Gifted and Talented IndividualsSpring 2020
EPSY 6950.712Doctoral DissertationSpring 2020
EPSY 5000.090Introduction to Educational PsychologySpring 8W2 2020
EPSY 5000.601Introduction to Educational PsychologySpring 2020
EPSY 6030.712Practicum, Field Problem or InternshipSpring 2020
EPSY 5110.080Social and Emotional Components of GiftednessSpring 8W1 2020
EPSY 6900.712Special ProblemsSpring 8W2 2020
EPSY 6950.712Doctoral DissertationFall 2019
EPSY 5000.020Introduction to Educational PsychologyFall 8W1 2019 SPOT
EPSY 5000.026Introduction to Educational PsychologyFall 8W1 2019 SPOT
EPSY 6030.712Practicum, Field Problem or InternshipFall 2019
EPSY 6950.712Doctoral DissertationSummer 10W 2019
EPSY 5000.020Introduction to Educational PsychologySummer 3W1 2019 SPOT
EPSY 5000.026Introduction to Educational PsychologySummer 3W1 2019 SPOT
EPSY 6030.712Practicum, Field Problem or InternshipSummer 10W 2019
EPSY 6900.712Special ProblemsSummer 10W 2019
EPSY 6950.712Doctoral DissertationSpring 2019
EPSY 6950.712Doctoral DissertationFall 2018
EPSY 6610.001Theories and Paradigms of GiftednessFall 2018 SPOT
EPSY 6950.712Doctoral DissertationSummer 10W 2018
EPSY 5000.020Introduction to Educational PsychologySummer 3W1 2018 SPOT
EPSY 5000.026Introduction to Educational PsychologySummer 3W1 2018
EPSY 6030.712Practicum, Field Problem or InternshipSummer 10W 2018
EPSY 6900.708Special ProblemsSummer 3W1 2018
EPSY 6900.712Special ProblemsSummer 10W 2018
EPSY 6950.712Doctoral DissertationSpring 2018
EPSY 6030.712Practicum, Field Problem or InternshipSpring 2018
EPSY 6800.001Selected TopicsSpring 2018 SPOT
EPSY 6950.712Doctoral DissertationFall 2017
EPSY 3000.001Foundations of Educational PsychologyFall 2017 Syllabus SPOT
EPSY 5000.020Introduction to Educational PsychologyFall 2017 SPOT
EPSY 5000.026Introduction to Educational PsychologyFall 2017 SPOT
EPSY 5000.600Introduction to Educational PsychologyFall 2017 SPOT
EPSY 6900.712Special ProblemsFall 2017
EPSY 6950.712Doctoral DissertationSummer 10W 2017
EPSY 5000.020Introduction to Educational PsychologySummer 3W1 2017 SPOT
EPSY 5000.600Introduction to Educational PsychologySummer 3W1 2017 SPOT
EPSY 6030.712Practicum, Field Problem or InternshipSummer 10W 2017
EPSY 6950.712Doctoral DissertationSpring 2017
HDFS 1013.006Human DevelopmentSpring 2017 Syllabus SPOT
EPSY 5110.020Social and Emotional Components of GiftednessSpring 8W1 2017 SPOT
EPSY 6900.712Special ProblemsSpring 2017
EPSY 6950.712Doctoral DissertationFall 2016
EPSY 6900.712Special ProblemsFall 2016
EPSY 6610.001Theories of IntelligenceFall 2016 SPOT
EPSY 6950.712Doctoral DissertationSummer 10W 2016
EPSY 5000.020Introduction to Educational PsychologySummer 3W1 2016 SPOT
EPSY 5000.600Introduction to Educational PsychologySummer 3W1 2016 SPOT
EPSY 6030.712Practicum, Field Problem or InternshipSummer 10W 2016
EPSY 6950.712Doctoral DissertationSpring 2016
EPSY 6030.712Practicum, Field Problem or InternshipSpring 2016
EPSY 5110.020Social and Emotional Components of GiftednessSpring 8W1 2016 SPOT
EPSY 6630.001Twice Exceptional StudentsSpring 2016 SPOT
EPSY 6950.712Doctoral DissertationFall 2015
DFST 1013.001Human DevelopmentFall 2015 Syllabus SPOT
EPSY 6900.712Special ProblemsFall 2015
EPSY 5000.020Introduction to Educational PsychologySummer 3W1 2015 SPOT
EPSY 5000.600Introduction to Educational PsychologySummer 3W1 2015 SPOT
EPSY 6030.712Practicum, Field Problem or InternshipSummer 10W 2015 SPOT
EPSY 5900.712Special ProblemsSummer 5W1 2015
DFST 1013.001Human DevelopmentSpring 2015 Syllabus
EPSY 6030.712Practicum, Field Problem or InternshipSpring 2015
EPSY 5110.020Social and Emotional Components of GiftednessSpring 2015
EPSY 5110.026Social and Emotional Components of GiftednessSpring 2015
EPSY 5000.020Introduction to Educational PsychologyFall 2014
EPSY 5900.712Special ProblemsFall 2014
EPSY 6610.001Theories of IntelligenceFall 2014
DFST 1013.005Human DevelopmentSpring 2014 Syllabus
EPSY 5110.020Social and Emotional Components of GiftednessSpring 2014
EPSY 5110.026Social and Emotional Components of GiftednessSpring 2014
EPSY 6900.712Special ProblemsSpring 2014
EPSY 5105.020Nature and Needs of the Gifted and Talented StudentFall 2013
EPSY 5105.026Nature and Needs of the Gifted and Talented StudentFall 2013
EPSY 5120.020Program Planning for the Education of Gifted and Talented StudentsFall 2013
EPSY 5120.026Program Planning for the Education of Gifted and Talented StudentsFall 2013
EPSY 6610.001Theories of IntelligenceFall 2013
EPSY 5105.020Nature and Needs of the Gifted and Talented StudentSummer 5W1 2013
EPSY 5105.026Nature and Needs of the Gifted and Talented StudentSummer 5W1 2013
EPSY 5105.790Nature and Needs of the Gifted and Talented StudentSummer 5W1 2013
EPSY 6800.001Selected TopicsSpring 2013
EPSY 5110.020Social and Emotional Components of GiftednessSpring 2013
EPSY 5105.020Nature and Needs of the Gifted and Talented StudentFall 2012
EPSY 5110.020Social and Emotional Components of GiftednessFall 2012
EDSP 5105.020Nature and Needs of the Gifted and Talented StudentSummer 5W1 2012
EDSP 5130.020Methods and Curriculum for Teaching Gifted and Talented StudentsSpring 2012
EDSP 5130.026Methods and Curriculum for Teaching Gifted and Talented StudentsSpring 2012
EPSY 5920.702Research Problem in Lieu of ThesisSpring 2012
EDSP 5110.020Social and Emotional Components of GiftednessSpring 2012
EDSP 5110.026Social and Emotional Components of GiftednessSpring 2012
EDSP 5105.020Nature and Needs of the Gifted and Talented StudentFall 2011
EDSP 5105.026Nature and Needs of the Gifted and Talented StudentFall 2011
EDSP 5120.020Program Planning for the Education of Gifted and Talented StudentsFall 2011
EDSP 5120.026Program Planning for the Education of Gifted and Talented StudentsFall 2011
EPSY 5920.708Research Problem in Lieu of ThesisFall 2011
EPSY 5900.708Special ProblemsFall 2011
EDSP 5105.020Nature and Needs of the Gifted and Talented StudentSummer 5W1 2011
EDSP 5105.026Nature and Needs of the Gifted and Talented StudentSummer 5W1 2011
EPSY 5920.706Research Problem in Lieu of ThesisSummer 5W1 2011
EDSP 5130.020Methods and Curriculum for Teaching Gifted and Talented StudentsSpring 2011
EDSP 5130.026Methods and Curriculum for Teaching Gifted and Talented StudentsSpring 2011
EDSP 5110.020Social and Emotional Components of GiftednessSpring 2011
EDSP 5110.026Social and Emotional Components of GiftednessSpring 2011
EDSP 5105.020Nature and Needs of the Gifted and Talented StudentFall 2010
EDSP 5105.026Nature and Needs of the Gifted and Talented StudentFall 2010
EDSP 5120.020Program Planning for the Education of Gifted and Talented StudentsFall 2010
EDSP 5120.026Program Planning for the Education of Gifted and Talented StudentsFall 2010
EPSY 6900.708Special ProblemsFall 2010

Published Intellectual Contributions

    Book

  • Rinn, A.N. (2020). Social, Emotional, and Psychosocial Development of Gifted and Talented Individuals. Routledge.
  • Plucker, J., Rinn, A.N., Makel, M. (2017). From giftedness to gifted education: Reflecting theory in practice. Waco, TX, Prufrock Press.
  • Book Chapter

  • Rinn-McCann, A.N., Johnson, R. (2022). Should gifted students be friends with non-gifted students?. Peer relationships in classroom management: Evidence and interventions for teaching. 95-108. Routledge.
  • Rinn-McCann, A.N., Murphy, L. (2022). Social and emotional development. Introduction to gifted education (2nd ed.). 83-95. Routledge.
  • Rinn-McCann, A.N., Walker, A. (2022). Student self-assessment. Handbook on assessments for gifted learners: Identification, learning progress, and evaluation. 212-226. Routledge.
  • Makel, M., Rinn-McCann, A.N., Beghetto, R., Callahan, C.M., Dow, G., Esping, A., Fredericks, S.J., Krisel, S., Long, H., Omdal, S., Peters, S., Qian, M., Roberts, J. (2021). Johnathan Plucker. Celebrating giants and trailblazers: A-Z of who's who in creativity research and related fields. 428-456. KIE Publications.
  • Rinn, A., Crutchfield, K. (2020). Developing psychosocial skills at school. Methods and Materials for Teaching the Gifted (5th ed.). (5) 81-95. Prufrock Press.
  • Rinn, A., Plucker, J. (2020). Gifted college students. Critical issues and practices in gifted education: A survey of current research on giftedness and talent development. (3rd) 103-112. Prufrock Academic Press.
  • Mullet, D., Rinn, A. (2019). What parents should know about ADHD. Success strategies for parenting gifted kids: Expert advice from the National Association for Gifted Children.
  • Rinn, A. (2018). Social and emotional considerations for gifted students. APA Handbook of Giftedness and Talent. 453-464. Washington, DC, American Psychological Association.
  • Rinn, A.N., Majority, K. (2018). The social and emotional world of the gifted. Handbook of giftedness in children: Psycho-educational theory, research, and best practices (2nd ed.). 49-64. Cham, Springer.
  • Rinn, A.N. (2017). Social and emotional considerations for gifted students. APA Handbook of Giftedness and Talent.
  • Rinn, A.N. (2013). College programming. Critical issues and practices in gifted education: What the research says (2nd ed.). Prufrock Press.
  • Rinn, A.N. (2008). Pre-college experiences and characteristics of gifted students. L. Clark & J. Zubizaretta (Eds.), Inspiring Exemplary Teaching and Learning: Perspectives on Teaching Academically Talented College Students. 9-17. Lincoln, NE, National Collegiate Honors Council.
  • Rinn, A.N. (2007). College programming. J. A. Plucker & C. M. Callahan (Eds.), Critical Issues and Practices in Gifted Education: What the Research Says. 97-106. Waco, TX, Prufrock Press.
  • Book Review

  • Shurtleff, K., Rinn, A.N. (2018). Review of Designing Gifted Education Programs and Services (Peters & Brulles, 2017). Teachers College Record. http://www.tcrecord.org/PrintContent.asp?ContentID=22310
  • Editorial

  • Rinn, A., Kettler, T. (2020). Assessing and developing diverse STEM talent: Introduction to the special issue. Journal of Advanced Academics. 31 (3) 1-2.
  • Encyclopedia Article

  • Rinn, A.N. (2009). Attention deficit hyperactivity disorder. B. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent. Thousand Oaks, CA, Sage Publications.
  • Journal Article

  • Rinn, A.N. (2024). A critique on the current state of research on the social and emotional experiences of gifted individuals and a framework for moving the field forward. Gifted Child Quarterly. 68 (1) 34-48.
  • Johnson, R., Rinn, A.N., Mun, R.U., Yeung, G. (2024). Perspectives of parents of highly and profoundly gifted children regarding competence, belonging, and support within a sociocultural context. Gifted Child Quarterly. 68 (4) 294-315.
  • Johnson, R., Mun, R.U., Hodges, J.W., Rinn, A.N. (2023). Basic psychological needs, socioeconomic status and well-being of undergraduate students in honors programs..
  • Johnson, R., Mun, R.U., Hodges, J.W., Rinn, A.N. (2023). Socioeconomic status, motivation, and well-being of undergraduate honors students. 2 (2) 9-22. SENG Journal: Exploring the Psychology of Giftedness.
  • Hodges, J.W., Mun, R.U., Rinn-McCann, A.N. (2022). Disentangling inequity in gifted education: The need for nuance in racial/ethnic categories, socioeconomic status, and geography. Gifted Child Quarterly. 66 (2) 154-156.
  • Rinn-McCann, A.N., Henshon, S. (2022). Reflections on gifted education: An interview with Anne Rinn. Roeper Review. 44 (4) 195-197.
  • Meyer, M.S., Rinn-McCann, A.N. (2022). School-based leadership talent development: An examination of JROTC participation and postsecondary plans. Journal for the Education of the Gifted. 45 (1) 4-45.
  • Meyer, M., Rinn, A. (2021). Adolescent and emerging adult leadership talent development: A systematic review of literature. Gifted Child Quarterly. 65 (3) 287-313.
  • Mullet, D., Rinn, A., Kettler, T. (2021). Catalysts of women's success in academic STEM: A feminist poststructural analysis.
  • Meyer, M., Cranmore, J., Rinn, A., Hodges, J. (2021). College choice: Considerations for academically advanced high school seniors. Gifted Child Quarterly. 65 (1) 52-74.
  • Lee, L.E., Rinn, A., Crutchfield, K., Ottwein, J., Hodges, J., Mun, R. (2021). Perfectionism and the imposter phenomenon in academically talented undergraduates. Gifted Child Quarterly. 65 (3) 220-234.
  • Meyer, M., Lee, L.E., Crutchfield, K., Murphy, L., Miller, M., Ottwein, Rinn, A. (2020). Viewpoints in gifted education research and practice: An overview of three major paradigms.
  • Rinn, A., Soles, K., Ferguson, S., Smith, K. (2020). Psychological profiles among high ability undergraduate students. 31 (2) 157-179.
  • Jett, N., Rinn, A. (2020). Student experiences and outcomes of early college: A systematic review. Roeper Review.
  • Bishop, J., Rinn, A. (2020). The potential of misdiagnosis of high IQ youth by practicing mental health professionals: A mixed methods study. 31 (2) 213-243.
  • Lee, L.E., Rinn, A., Crutchfield, K., Hodges, J., Mun, R. (2020). Perfectionism and the Imposter Phenomenon in Academically Talented Undergraduates. Gifted Child Quarterly.
  • Meyer, M., Cranmore, J., Rinn, A., Hodges, J. (2020). College Choice: Considerations for Academically Advanced High School Seniors. Gifted Child Quarterly.
  • Nyikos, T., Mullet, D., Rinn, A.N. (2019). Executive dysfunction: Strategies to assist gifted students. (August) 1, 14.
  • Rinn, A., Plucker, J. (2019). High ability college students and undergraduate honors programs: A systematic review. Journal for the Education of the Gifted. 42 (3) 187-215.
  • Mendaglio, S., Kettler, T., Rinn, A. (2019). Psychology of giftedness and the Theory of Positive Disintegration: A conversation with Sal Mendaglio. Journal of Advanced Academics. 30 (4) 500-507.
  • Jett, N., Rinn, A. (2019). Radically early college entrants on radically early college entrance: A heuristic inquiry. Journal for the Education of the Gifted. 42 (4) 303-335.
  • Puryear, J., Kettler, T., Rinn, A. (2019). Relating personality and creativity: Considering what and how we measure. 53 123-158.
  • Rinn, A.N., Mullet, D., Nyikos, T., Jett, N. (2018). Sensory Processing Sensitivity among High Ability Adults: A Psychometric Evaluation of the Highly Sensitive Person Scale. Roeper Review. 40 166-175.
  • Mullet, D.R., Rinn, A.N., Kettler, T. (2017). Catalysts of Women's Talent Development in STEM: A Systematic Review. Journal of Advanced Academics. 28 253-289. Denton, 1155 Union Circle #311335
  • Miner, K., Diaz, I., Rinn, A.N. (2017). Incivility, psychological distress, and math self-concept among women and students of color in STEM. 23 (3) 211-230.
  • Puryear, J., Kettler, T., Rinn, A.N. (2017). Relationships of personality to differential conceptions of creativity: A systematic review. Psychology of Aesthetics, Creativity, and the Arts.
  • Puryear, J.S., Kettler, T., Rinn, A.N. (2017). Relationships of Personality to Differential Conceptions of Creativity: A Systematic Review. Psychology of Aesthetics, Creativity, and the Arts. 11 59-68.
  • Mullet, D., Rinn, A.N. (2016). Gifted, ADHD, or both? What parents should know about misdiagnosis, dual diagnosis, and supporting gifted children with ADHD. Parenting for High Potential. 5 10-13.
  • Margot, K., Rinn, A.N. (2016). Perfectionism in gifted adolescents: A replication and extension. Journal of Advanced Academics. 27 (3) 190-209.
  • Rinn, A.N., Bishop, J. (2015). Gifted adults: A systematic review and analysis of the literature. Gifted Child Quarterly. 59 (4) 88-114.
  • Mullet, D.R., Rinn, A.N. (2015). Giftedness and ADHD: Identification, Misdiagnosis, and Dual Diagnosis. Roeper Review. 37 (4) 195-207.
  • Rinn, A.N., Boazman, J., Jackson, A., Barrio, B. (2014). Locus of control, academic self-concept, and academic dishonesty among high ability college students. Journal of the Scholarship of Teaching and Learning. 14 (4) 88-114.
  • Rinn, A.N., Boazman, J., Jackson, A., Barrio, B.L. (2014). Locus of control, academic self-concept, and academic dishonesty among high ability college students. Journal of the Scholarship of Teaching and Learning. 88-114. IUScholarWorks. http://dx.doi.org/10.14434/v14i4.12770
  • Huey, E., Sayler, M., Rinn, A.N. (2013). Effects of family functioning and parenting style on early entrants' academic performance and program completion. Journal for the Education of the Gifted. 36 (4) 418-432.
  • DeFreitas, S.C., Rinn, A.N. (2013). Explaining the lower academic achievement of first generation college students: The role of academic self-concept. Journal of the Scholarship of Teaching and Learning. 13 (1) 57-67.
  • Rinn, A.N., Miner, K., Taylor, A. (2013). Family context predictors of math self-concept among university STEM majors. Journal of the Scholarship of Teaching and Learning. 13 (2) 116-132.
  • Dai, D.Y., Rinn, A.N., Tan, X. (2013). When the big fish turns small: Effects of participating in gifted summer programs on academic self-concepts. Journal of Advanced Academics. 24 (1) 3-25.
  • Rinn, A.N. (2012). Implications for the affective needs of gifted individuals: A response to Subotnik, Olszewski-Kubilius, & Worrell. Gifted Child Quarterly. 56 (4) 206-209.
  • Rinn, A.N., Reynolds, M.J. (2012). Overexcitabilities and ADHD in the gifted: An examination. Roeper Review. 34 (1) 1-8.
  • Periathiruvadi, S., Rinn, A.N. (2012). Technology in gifted education: A review of best practices and empirical research. Journal of Research on Technology in Education. 45 (2) 153-169.
  • Rinn, A.N., Wininger, S. (2011). An examination of sport participation among academically gifted students. Journal of Contemporary Athletics. 5 (2) 77-88.
  • Rinn, A.N., Reynolds, M.J., McQueen, K. (2011). Perceived social support and the self-concepts of gifted adolescents. Journal for the Education of the Gifted. 34 367-396.
  • Rinn, A.N., Mendaglio, S., Rudasill, K.M., McQueen, K.S. (2010). Examining the relationship between overexcitabilities and self-concepts of gifted adolescents via multivariate cluster analysis. Gifted Child Quarterly. 54 (1) 3-17.
  • Rinn, A.N., Plucker, J.A., Stocking, V.B. (2010). Fostering gifted students' affective development: A look at the impact of academic self-concept. Teaching Exceptional Children. 6 (4) 2-13.
  • Rinn, A.N., Jamieson, K.M., Gross, C.M., McQueen, K.M. (2009). A canonical correlation analysis of the influence of social comparison, gender, and grade level on the multidimensional self-concepts of gifted adolescents. Social Psychology of Education. 12 251-269.
  • Rinn, A.N., Cobane, C.T. (2009). Elitism misunderstood: In defense of equal opportunity. Journal of the National Collegiate Honors Council. 10 (1) 53-56.
  • Rinn, A.N., Nelson, J.M. (2009). Pre-service teachers' perceptions of behaviors characteristic of ADHD and giftedness. Roeper Review. 31 (1) 18-26.
  • Rinn, A.N., McQueen, K.S., Clark, G., Rumsey, J.L. (2008). Gender differences in gifted adolescents' math/verbal self-concepts and math/verbal achievement: Implications for the STEM fields. Journal for the Education of the Gifted. 32 (1) 34-53.
  • Dai, D.Y., Rinn, A.N. (2008). The big-fish-little-pond effect: What do we know and where do we go from here?. Educational Psychology Review. 20 283-317.
  • Rinn, A.N., Cunningham, L.G. (2008). Using self-concept instruments with high ability college students: Reliability and validity evidence. Gifted Child Quarterly. 52 (3) 232-242.
  • Rinn, A.N. (2007). Effects of programmatic selectivity on the academic achievement, academic self-concepts, and aspirations of gifted college students. Gifted Child Quarterly. 51 (3) 232-245.
  • Gross, C.M., Rinn, A.N., Jamieson, K.M. (2007). Gifted adolescents' overexcitabilities and self-concepts: An analysis of gender and grade level. Roeper Review. 29 (4) 240-248.
  • Rinn, A.N., Wininger, S.R. (2007). Sports participation among academically gifted adolescents: Relationship to the multidimensional self-concept. Journal for the Education of the Gifted. 31 (1) 35-56.
  • Cunningham, L.G., Rinn, A.N. (2007). The role of gender and previous participation in a summer program on gifted adolescents' self-concepts over time. Journal for the Education of the Gifted. 30 (3) 326-352.
  • Rinn, A.N. (2006). Effects of a summer program on the social self-concepts of gifted adolescents. Journal of Secondary Gifted Education. 17 (2) 65-75.
  • Rinn, A.N. (2006). Major forerunners to honors education at the collegiate level. Journal of the National Collegiate Honors Council. 7 (2) 63-81.
  • Nelson, J.M., Rinn, A.N., Hartnett, D.N. (2006). The possibility of misdiagnosis of giftedness and ADHD still exists: A response to Mika. Roeper Review. 28 (4) 243-248.
  • Rinn, A.N. (2005). Trends among honors college students: An analysis by year in school. Journal of Secondary Gifted Education. 16 (4) 157-167.
  • Rinn, A.N. (2004). Academic and social effects of living in honors residence halls. Journal of the National Collegiate Honors Council. 5 (2) 67-79.
  • Hartnett, D.N., Nelson, J.M., Rinn, A.N. (2004). Gifted or ADHD? The possibilities of misdiagnosis. Roeper Review. 26 (2) 73-76.
  • Rinn, A.N., Plucker, J.A. (2004). We recruit them, but then what? The educational and psychological experiences of academically talented undergraduates. Gifted Child Quarterly. 48 (1) 54-67.
  • Rinn, A.N. (2003). Rhodes Scholars, Frank Aydelotte, and collegiate honors education. Journal of the National Collegiate Honors Council. 4 (1) 27-39.
  • Magazine/Trade Publication

  • Rinn, A.N. (2009). Overexcitabilities and the gifted child. Duke gifted letter: For parents of gifted children. 10 (1) n.p..
  • Position Paper

  • Dixson, D., Peters, S., Makel, M.C., Jolly, J., Matthews, M.S., Miller, E.M., Rambo-Hernandez, K.E., Rinn, A., Robins, J.H., Wilson, H.E. (2020). Gifted education as maximizing learning. Phi Delta Kappan. 102 (4) 22-25.
  • Research Report

  • Rinn-McCann, A.N., Mun, R.U., Hodges, J.W. (2022). 2020-2021 State of the States in Gifted Education. National Association for Gifted Children.
  • Rinn, A., Mun, R., Hodges, J. (2020). 2018-2019 State of the states in gifted education.
  • Scholarly Preface

  • Rinn, A.N. (2018). Introduction to the special issue on gifted college students and undergraduate honors programming. Journal for the Education of the Gifted. 41 215-216.
  • Kettler, T., Rinn, A.N. (2018). The first word: A letter from the editors. Journal of Advanced Academics. 29 (1) 3-4.
  • Technical Report

  • Rinn, A., Mun, R., Hodges, J. (2021). State of the States Report. National Association for Gifted Children.
  • online monograh

  • Rinn, A.N., Oveross, M. (2017). Top 20 principles from psychology for preK-12 creative, talented, and gifted students' teaching and learning. http://www.apa.org/ed/schools/teaching-learning/top-twenty-principles.aspx

Contracts, Grants and Sponsored Research

    Contract

  • Rinn-McCann, A.N. (Co-Principal), Mun, R.U. (Co-Principal), Hodges, J.W. (Co-Principal), "2020-2021 State of the States in Gifted Education," sponsored by National Association for Gifted Children, National, $15000 Funded. ( - 2022).
  • Rinn-McCann, A.N., Mun, R.U. (Co-Principal), Hodges, J.W. (Co-Principal), "2018-2019 State of the States in Gifted Education," sponsored by National Association for Gifted Children, National, $10000 Funded. ( - 2020).
  • Grant - Research

  • Williams, K. (Principal), Rinn, A.N. (Supporting), "Recruitment and retention of students in biotechnology-associated majors," sponsored by National Science Foundation, Federal, $616669.00 Funded. (2013 - 2019).
  • Rinn, A.N. (Co-Principal), "The influence of educational climate on college women's attrition from STEM fields.," sponsored by National Science Foundation, Federal, $499995 Funded. (2010 - 2013).
  • Rinn, A. (Supporting), "PostSec: Preparing, overseeing, and steering today's students to expect college," sponsored by United States Department of Education, Federal, $5404800.00 Funded. (2006 - 2012).
  • Williams, K. (Principal), Rinn, A. (Supporting), "Recruitment and retention of students in biotechnology-associated majors," sponsored by National Science Foundation, Federal, Funded. (2013 - 2019).
  • Rinn, A. (Co-Principal), "The influence of educational climate on college women's attrition from STEM fields.," sponsored by National Science Foundation, Federal, Funded. (2010 - 2013).
  • Rinn, A. (Supporting), "PostSec: Preparing, overseeing, and steering today's students to expect college," sponsored by United States Department of Education, Federal, Funded. (2006 - 2012).
,
Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
CLOSE