Karen B. Rogers

University of St. Thomas

Karen B. Rogers, Ph.D. is Professor of Gifted Studies in the Special Education & Gifted Education Department at the College of Education, Leadership, and Counseling at the University of St. Thomas in Minneapolis, Minnesota, where she has been employed since 1984. She is a Professorial Fellow at the University of Wollongong and an Honorary Professor at the University of New South Wales in Australia. She is past president of CEC-TAG, past SIG AERA chair for the Giftedness, Creativity, and Talent special interest group, and has been on the Board of Directors for NAGC. She is author of five books, with four more forthcoming, including Re-forming Gifted Education. She is a manuscript reviewer for all the major journals in gifted education (U.S. and Australia) and served a term as Associate Editor for the Journal for Advanced Academics. She has expertise in research-based gifted practices via research syntheses of the research in the field and has additional interests in arts education, cognitive processing, parenting, creativity, gifted program development and evaluation, and twice exceptional education. This latter interest is a result of a Javits research grant about which she is currently developing two books of what was discovered about how these learners learn and what teachers can specifically do to ensure both the giftedness and the disability are addressed appropriately. She is the mother of three highly gifted children and the grandmother to nine gifted grandsons and one potentially gifted granddaughter (not formally identified at 2 years of age).

Speaker Topics:

  • “Best Practices” in gifted education that are research-based
  • Acceleration practices and research
  • Grouping practices and research
  • Curriculum development
  • Gifted program planning and development
  • Program/curriculum evaluation
  • Intelligence and achievement assessments
  • Cognitive processing
  • Creativity
  • Arts education
  • Parenting issues
  • Twice-exceptional learners
  • Teaching twice-exceptional learners