Clayton D. Peoples, Ph.D. (2005, Ohio State University), is an Associate Professor of Sociology at the University of Nevada, Reno, where he is also the director of the School of Social Research and Justice Studies and is on the faculty of the interdisciplinary social psychology Ph.D. program. He loves both teaching and research. His primary areas of research include campaign finance and the impact of donors on policy. He recently held a two-year fellowship in the Edmond J. Safra Center for Ethics at Harvard University, where he focused on the political factors that influenced the Global Financial Crisis.
Dr. Melissa Burnham is the Associate Dean for the College of Education and Professor of Human Development and Family Studies and Early Childhood Education at the University of Nevada, Reno. Her research interests focus on the examination of infant and child development in context, with specific expertise in infant and child sleep development. Dr. Burnham serves the state of Nevada as the President of the Nevada Commission on Professional Standards in Education and is the current President of the Nevada Association for Colleges of Teacher Education.
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.
Ron Glensor is a retired assistant chief of the Reno, Nevada, Police Department. He has more than thirty-five years of police experience and has commanded the department’s patrol, administration, and detective divisions. He is recognized internationally for his work in community policing and has provided instruction for more than five hundred agencies throughout the United States and in Canada, Australia, and the United Kingdom. In 1994, he was awarded a research fellowship at the Police Executive Research Forum in Washington, DC, where he was responsible for the development of training in problem solving. In 1996, he was selected as one of only ten US public policy experts to receive an Atlantic Fellowship, and he traveled overseas to examine repeat victimization with the Home Office in London, England. His awards include the University of Nevada, Reno Alumni Association’s Outstanding Achievement Award in 1996 and the Police Executive Research Forum’s Gary P. Hayes Leadership Award in 1997. He is widely published and has co-authored the books Community Policing and Problem Solving: Strategies and Practices (6th ed, 2012), Police Supervision (3rd ed, 2010) and Policing Communities: Understanding Crime and Solving Problems (2000). He has earned a Master’s degree in Public Administration and Policy and a PhD in Political Science from the University of Nevada, Reno.
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.