Mark Pingle has a joint University appointment as a professor of entrepreneurship and professor of economics. Professor Pingle has scores of publications in macroeconomics, behavioral economics, and experimental economics. He has served as Chair of the University Department of Economics and president of the International Society for the Advancement of Behavioral Economics. Desiring to more personally facilitate economic development in Northern Nevada, he shifted a large portion of his efforts toward the development of entrepreneurial talent. He spearheaded the effort to create the entrepreneurship program at University of Nevada, Reno, subsequently spearheaded the creation of the community Entrepreneurship Nevada effort, and remains devoted to seeing entrepreneurial capacities developed at the University and in the community.
Dr. Schoolman is currently the Sanford Distinguished Professor in the Humanities and a member of the history department at the University of Nevada, Reno. A medieval historian, his research has focused on religious practices and aristocracy in Italy, and he has two current projects: one on integrating paleoecology and history, and the other on migration and Greek identity before the year 1000. He has been a visiting researcher at the Universities of Poitiers (France) and Padova (Italy) and held fellowships at the University of Tübingen (Germany) and the Institute for Advanced Study (Princeton), where he enjoyed trail running.
Michael Leverington has taught part-time at two community colleges for a total of about twenty years, been a flight instructor for about ten years, a high school teacher for seven years, a university instructor for twelve years, and a summer advanced science and computer science program educator for twelve years. He enjoys teaching scientific and technical courses and programs, and even during his many years in industry, he usually found himself acting as the technical trainer and/or training developer for the companies at which he was employed. Michael’s passion is related to studying how people solve problems, particularly in the technical and scientific fields, and he continues to expand both the development and execution of problem-solving courses and activities for young scientists and engineers.
A Reno native who's been working in the educational field for over 20 years, Dr. Ripley enjoys outdoor activities with his friends and his 12-year-old son. He has taught math at all levels of secondary education and all introductory levels of higher education, both at the community college and the university level. This is his twelfth year at Davidson THINK Summer Institute; he also teaches at the Davidson Academy. His hobbies include, but aren't limited to, mountain and road biking, snowboarding, playing the banjo and the piano, chess, and gardening. He teaches mathematics because it is the language of science, and feels that science will save the world.
Jenanne is a linguistic and sociocultural anthropologist who grew up in Canada. She studied and taught there as well as in Scotland and Russia before coming to the University of Nevada-Reno five years ago. When not teaching and researching indigenous language maintenance, multilingualism and verbal art, she enjoys exploring and hiking, crafting, poetry, cooking, and plants. Like Zora Neale Hurston, she sees anthropological work and analysis as "formalized curiosity" about people, and that it is vital for creating deeper understanding, tolerance and equity in the world.
Gerold Dermid, MBA is the Director of the Nevada Public Health Training Center, housed within the School of Community Health Sciences at the University of Nevada, Reno. Mr. Dermid has worked in the field of public health for the past 17 years, focused on accreditation, quality improvement, workforce development, social marketing and community engagement. Mr. Dermid has provided leadership and strategic direction to communities throughout the world in communicable disease prevention, with a special focus on HIV/AIDS, chronic disease prevention, substance use services, health equity, social justice, and international development. He currently manages workforce and student training programs locally, nationally, and internationally, with a special focus on the development of trainings within traditionally underserved communities.
Started in 1999, the Davidson Institute for Talent Development is a 501(c)3 private operating foundation. Our mission is to recognize, nurture and support profoundly intelligent young people ages 18 and under, and to provide opportunities for them to develop their talents to make a positive difference.
Profoundly gifted students are those who score in the 99.9th percentile on IQ and achievement tests. Read more about this population in this article.