Faculty Profile

Anne Rinn

Title
Professor
Department
Educational Psychology
College
College of Education

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


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





          

        
                

          
Current Scheduled Teaching*


          
EPSY 6900.712, Special Problems, Spring 2024 


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    EPSY 6950.712, Doctoral Dissertation, Fall 2023 
                    

                    EPSY 6950.712, Doctoral Dissertation, Spring 2023 
                    

                    EPSY 6950.712, Doctoral Dissertation, Fall 2022 
                    

                    EPSY 6610.001, Theories and Paradigms of Giftedness, Fall 2022  SPOT
                    

                    EPSY 6950.712, Doctoral Dissertation, Summer 10W 2022 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 3W1 2022  SPOT
                    

                    EPSY 6650.001, Developing Psychosocial Skills in Gifted and Talented Individuals, Spring 2022  SPOT
                    

                    EPSY 6950.712, Doctoral Dissertation, Spring 2022 
                    

                    EPSY 5000.090, Introduction to Educational Psychology, Spring 8W2 2022  SPOT
                    

                    EPSY 5000.602, Introduction to Educational Psychology, Spring 8W2 2022  SPOT
                    

                    EPSY 6950.712, Doctoral Dissertation, Fall 2021 
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Fall 2021 
                    

                    EPSY 5990.020, Supervised Research or Program Evaluation, Fall 2021  SPOT
                    

                    EPSY 5990.026, Supervised Research or Program Evaluation, Fall 2021  SPOT
                    

                    EPSY 6950.712, Doctoral Dissertation, Summer 10W 2021 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 3W1 2021  SPOT
                    

                    EPSY 5000.600, Introduction to Educational Psychology, Summer 3W1 2021  SPOT
                    

                    EPSY 6950.712, Doctoral Dissertation, Spring 2021 
                    

                    EPSY 5000.090, Introduction to Educational Psychology, Spring 8W2 2021  SPOT
                    

                    EPSY 5000.096, Introduction to Educational Psychology, Spring 8W2 2021  SPOT
                    

                    EPSY 5110.080, Social and Emotional Components of Giftedness, Spring 8W1 2021  SPOT
                    

                    EPSY 5110.086, Social and Emotional Components of Giftedness, Spring 8W1 2021  SPOT
                    

                    EPSY 6950.712, Doctoral Dissertation, Fall 2020 
                    

                    EPSY 6610.001, Theories and Paradigms of Giftedness, Fall 2020  SPOT
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 3W1 2020  SPOT
                    

                    EPSY 5000.026, Introduction to Educational Psychology, Summer 3W1 2020  SPOT
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Summer 10W 2020 
                    

                    EPSY 6650.001, Developing Psychosocial Skills in Gifted and Talented Individuals, Spring 2020 
                    

                    EPSY 6950.712, Doctoral Dissertation, Spring 2020 
                    

                    EPSY 5000.090, Introduction to Educational Psychology, Spring 8W2 2020 
                    

                    EPSY 5000.601, Introduction to Educational Psychology, Spring 2020 
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Spring 2020 
                    

                    EPSY 5110.080, Social and Emotional Components of Giftedness, Spring 8W1 2020 
                    

                    EPSY 6900.712, Special Problems, Spring 8W2 2020 
                    

                    EPSY 6950.712, Doctoral Dissertation, Fall 2019 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Fall 8W1 2019  SPOT
                    

                    EPSY 5000.026, Introduction to Educational Psychology, Fall 8W1 2019  SPOT
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Fall 2019 
                    

                    EPSY 6950.712, Doctoral Dissertation, Summer 10W 2019 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 3W1 2019  SPOT
                    

                    EPSY 5000.026, Introduction to Educational Psychology, Summer 3W1 2019  SPOT
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Summer 10W 2019 
                    

                    EPSY 6900.712, Special Problems, Summer 10W 2019 
                    

                    EPSY 6950.712, Doctoral Dissertation, Spring 2019 
                    

                    EPSY 6950.712, Doctoral Dissertation, Fall 2018 
                    

                    EPSY 6610.001, Theories and Paradigms of Giftedness, Fall 2018  SPOT
                    

                    EPSY 6950.712, Doctoral Dissertation, Summer 10W 2018 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 3W1 2018  SPOT
                    

                    EPSY 5000.026, Introduction to Educational Psychology, Summer 3W1 2018 
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Summer 10W 2018 
                    

                    EPSY 6900.708, Special Problems, Summer 3W1 2018 
                    

                    EPSY 6900.712, Special Problems, Summer 10W 2018 
                    

                    EPSY 6950.712, Doctoral Dissertation, Spring 2018 
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Spring 2018 
                    

                    EPSY 6800.001, Selected Topics, Spring 2018  SPOT
                    

                    EPSY 6950.712, Doctoral Dissertation, Fall 2017 
                    

                    EPSY 3000.001, Foundations of Educational Psychology, Fall 2017 Syllabus SPOT
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Fall 2017  SPOT
                    

                    EPSY 5000.026, Introduction to Educational Psychology, Fall 2017  SPOT
                    

                    EPSY 5000.600, Introduction to Educational Psychology, Fall 2017  SPOT
                    

                    EPSY 6900.712, Special Problems, Fall 2017 
                    

                    EPSY 6950.712, Doctoral Dissertation, Summer 10W 2017 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 3W1 2017  SPOT
                    

                    EPSY 5000.600, Introduction to Educational Psychology, Summer 3W1 2017  SPOT
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Summer 10W 2017 
                    

                    EPSY 6950.712, Doctoral Dissertation, Spring 2017 
                    

                    HDFS 1013.006, Human Development, Spring 2017 Syllabus SPOT
                    

                    EPSY 5110.020, Social and Emotional Components of Giftedness, Spring 8W1 2017  SPOT
                    

                    EPSY 6900.712, Special Problems, Spring 2017 
                    

                    EPSY 6950.712, Doctoral Dissertation, Fall 2016 
                    

                    EPSY 6900.712, Special Problems, Fall 2016 
                    

                    EPSY 6610.001, Theories of Intelligence, Fall 2016  SPOT
                    

                    EPSY 6950.712, Doctoral Dissertation, Summer 10W 2016 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 3W1 2016  SPOT
                    

                    EPSY 5000.600, Introduction to Educational Psychology, Summer 3W1 2016  SPOT
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Summer 10W 2016 
                    

                    EPSY 6950.712, Doctoral Dissertation, Spring 2016 
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Spring 2016 
                    

                    EPSY 5110.020, Social and Emotional Components of Giftedness, Spring 8W1 2016  SPOT
                    

                    EPSY 6630.001, Twice Exceptional Students, Spring 2016  SPOT
                    

                    EPSY 6950.712, Doctoral Dissertation, Fall 2015 
                    

                    DFST 1013.001, Human Development, Fall 2015 Syllabus SPOT
                    

                    EPSY 6900.712, Special Problems, Fall 2015 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 3W1 2015  SPOT
                    

                    EPSY 5000.600, Introduction to Educational Psychology, Summer 3W1 2015  SPOT
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Summer 10W 2015  SPOT
                    

                    EPSY 5900.712, Special Problems, Summer 5W1 2015 
                    

                    DFST 1013.001, Human Development, Spring 2015 Syllabus
                    

                    EPSY 6030.712, Practicum, Field Problem or Internship, Spring 2015 
                    

                    EPSY 5110.020, Social and Emotional Components of Giftedness, Spring 2015 
                    

                    EPSY 5110.026, Social and Emotional Components of Giftedness, Spring 2015 
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Fall 2014 
                    

                    EPSY 5900.712, Special Problems, Fall 2014 
                    

                    EPSY 6610.001, Theories of Intelligence, Fall 2014 
                    

                    DFST 1013.005, Human Development, Spring 2014 Syllabus
                    

                    EPSY 5110.020, Social and Emotional Components of Giftedness, Spring 2014 
                    

                    EPSY 5110.026, Social and Emotional Components of Giftedness, Spring 2014 
                    

                    EPSY 6900.712, Special Problems, Spring 2014 
                    

                    EPSY 5105.020, Nature and Needs of the Gifted and Talented Student, Fall 2013 
                    

                    EPSY 5105.026, Nature and Needs of the Gifted and Talented Student, Fall 2013 
                    

                    EPSY 5120.020, Program Planning for the Education of Gifted and Talented Students, Fall 2013 
                    

                    EPSY 5120.026, Program Planning for the Education of Gifted and Talented Students, Fall 2013 
                    

                    EPSY 6610.001, Theories of Intelligence, Fall 2013 
                    

                    EPSY 5105.020, Nature and Needs of the Gifted and Talented Student, Summer 5W1 2013 
                    

                    EPSY 5105.026, Nature and Needs of the Gifted and Talented Student, Summer 5W1 2013 
                    

                    EPSY 5105.790, Nature and Needs of the Gifted and Talented Student, Summer 5W1 2013 
                    

                    EPSY 6800.001, Selected Topics, Spring 2013 
                    

                    EPSY 5110.020, Social and Emotional Components of Giftedness, Spring 2013 
                    

                    EPSY 5105.020, Nature and Needs of the Gifted and Talented Student, Fall 2012 
                    

                    EPSY 5110.020, Social and Emotional Components of Giftedness, Fall 2012 
                    

                    EDSP 5105.020, Nature and Needs of the Gifted and Talented Student, Summer 5W1 2012 
                    

                    EDSP 5130.020, Methods and Curriculum for Teaching Gifted and Talented Students, Spring 2012 
                    

                    EDSP 5130.026, Methods and Curriculum for Teaching Gifted and Talented Students, Spring 2012 
                    

                    EPSY 5920.702, Research Problem in Lieu of Thesis, Spring 2012 
                    

                    EDSP 5110.020, Social and Emotional Components of Giftedness, Spring 2012 
                    

                    EDSP 5110.026, Social and Emotional Components of Giftedness, Spring 2012 
                    

                    EDSP 5105.020, Nature and Needs of the Gifted and Talented Student, Fall 2011 
                    

                    EDSP 5105.026, Nature and Needs of the Gifted and Talented Student, Fall 2011 
                    

                    EDSP 5120.020, Program Planning for the Education of Gifted and Talented Students, Fall 2011 
                    

                    EDSP 5120.026, Program Planning for the Education of Gifted and Talented Students, Fall 2011 
                    

                    EPSY 5920.708, Research Problem in Lieu of Thesis, Fall 2011 
                    

                    EPSY 5900.708, Special Problems, Fall 2011 
                    

                    EDSP 5105.020, Nature and Needs of the Gifted and Talented Student, Summer 5W1 2011 
                    

                    EDSP 5105.026, Nature and Needs of the Gifted and Talented Student, Summer 5W1 2011 
                    

                    EPSY 5920.706, Research Problem in Lieu of Thesis, Summer 5W1 2011 
                    

                    EDSP 5130.020, Methods and Curriculum for Teaching Gifted and Talented Students, Spring 2011 
                    

                    EDSP 5130.026, Methods and Curriculum for Teaching Gifted and Talented Students, Spring 2011 
                    

                    EDSP 5110.020, Social and Emotional Components of Giftedness, Spring 2011 
                    

                    EDSP 5110.026, Social and Emotional Components of Giftedness, Spring 2011 
                    

                    EDSP 5105.020, Nature and Needs of the Gifted and Talented Student, Fall 2010 
                    

                    EDSP 5105.026, Nature and Needs of the Gifted and Talented Student, Fall 2010 
                    

                    EDSP 5120.020, Program Planning for the Education of Gifted and Talented Students, Fall 2010 
                    

                    EDSP 5120.026, Program Planning for the Education of Gifted and Talented Students, Fall 2010 
                    

                    EPSY 6900.708, Special Problems, Fall 2010 

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
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., 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. 
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



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
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).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

		,  
			
				

					
					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
      • 
				
    
			
    • 
		

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