Adam C. Laningham is an award winning educator and author with 25+ years supporting gifted and twice exceptional learners. An Arizona Gifted Teacher of the Year, he has led programs serving thousands and founded The Gifted Collective, Bright Child Books, and GIFT. A former SENG president, Adam is an international speaker, consultant, and advocate for gifted children and their families.

Joi Lin currently serves as Director of Ricks Center for Gifted Children at the University of Denver, as Director of Professional Education at the Gifted Development Center, as At-Large Member for Research on Giftedness, Creativity, and Talent Development at AERA, and as Chair of the Education and Gifted Youth Committee for the Mensa Foundation.

Hernan Castillo-Hermosilla (MSEd, MPsy) is an active member of NAGC and Associate Editor of the Journal of Advanced Academics (JoAA). Hernan is also a member of the leadership teams at the Conceptual Foundations Network and the Rompiendo Barreras SIG, as well as the NAGC Awards Committee.

Frank C. Worrell, Ph.D. is a Distinguished Professor at the University of California, Berkeley. His research focuses on cultural identities, talent development, and time perspective. He is a Fellow of several associations and a member of the National Academy of Education and the Society for the Study of School Psychology. He was the 2022 President of the American Psychological Association. 

Jennifer Riedl Cross, Ph.D. is a research professor at the University of Louisiana at Lafayette. She is the current Editor of Gifted Child Quarterly. She co-edited, with Tracy L. Cross, the Handbook for Counselors Serving Students with Gifts and Talents, now in its second edition. Her research in the field emphasizes social and psychological aspects of gifted education.

Viviana Prieto is a District Program Specialist in Marion County, FL. She has been offering support to students, teachers, schools, and parents as they navigate gifted education through the K-12 system since 2012. This includes developing Education Plans and implementing gifted curricular strategies.  She started her educational career in 3-6 Montessori Education Certification. Then she earned her Bachelor's in Elementary Education, went on to a Master’s Degree in Special Education with a specialization in Gifted Curriculum, and later pursued a Specialist Degree in Educational Leadership. She was a part of the state-requested committee through the Florida Diagnostic & Learning Resources System (FDLRS) to update and redesign Florida’s gifted endorsement courses. Viviana is currently providing professional learning opportunities for all teachers concerning gifted curriculum through her district and FDLRS. 

Matthew C. Makel is Professor and Research Chair in High Abilities Studies in the Werklund School of Education at the University of Calgary. His research focuses on academic talent development and open science research methods. In talent development, he investigates the equitable allocation of gifted identification and services as well as how schools can better meet student learning needs.

Genein Letford is an award-winning educator, best-selling author and international speaker on the Intercultural Creativity® and NeuroSomatic Creativity®.

Pulling from her fifteen years of working with creative geniuses, her unique curriculum utilizes neuroscience, metaphorical strategies, heightened observation techniques and the creative arts to reawaken intuitive thinking in her attendees.

Emily Kircher-Morris, LPC, is the host of The Neurodiversity Podcast. She is the author of several books for related to supporting neurodivergent learners. Her most recent book is Neurodiversity-Affirming Schools: Transforming Practices So All Students Feel Accepted and Supported (2025). She has experience as a gifted education teacher, school counselor and mental health counselor.

Bronwyn MacFarlane, Ph.D., a past NAGC Early Leader, is a doctoral professor at Arkansas State University and teaches courses in gifted education, leadership, policy, and organizational development. She has chaired over 30 completed doctoral student dissertation committees advising educational leaders in schools around the world, published 5 books, and delivered hundreds of presentations. Specializing in program and curriculum design to develop talent among students and educators, Dr. MacFarlane has diverse experience planning, evaluating, delivering, consulting, and advocating for programming at school, district, university, and community levels. She advocates for children’s creative programming as president of two non-profit boards of directors; served as a board officer of the World Council for Gifted and Talented Children; and volunteers from local to international levels. She earned her doctorate at the College of William and Mary where her work in gifted education and leadership was recognized for excellence.

Gregory Spiegel, Ed.D., is a recent graduate of the Arkansas State University doctoral program. His dissertation focused on the relationship between high school Science Olympiad participation and the declaration of college STEM majors. Dr. Spiegel is the state director for the Science Olympiad program in Missouri. His work focuses on increasing participation in Science Olympiad programs, particularly in rural schools. He has coached Science Olympiad teams at regional, state, and national tournaments. He has worked with gifted learners and developed courses and programs to help maximize their potential. He teaches Advanced Placement Chemistry at the Pembroke Hill School, promotes STEM competitions statewide, and has sponsored invitational tournaments attended by thousands of students across the central United States.  

Dr. Joy Lawson Davis is currently core faculty at Bridges Graduate School, Author, Scholar and activist for DEIB in Gifted and Advanced learner programs. Dr. Davis is the 2025 NAGC Distinguished Service Award winner and was recently inducted into the 2e Hall of Fame at Bridges. Davis has shared presentations worldwide on the needs of underrepresented groups in gifted education. 

Sonu Aziz, Head of Academic Affairs and Honors Biology teacher at The Long Island School for the Gifted, is a dedicated advocate for gifted education. She hosts The Gifted PLaCe podcast, co-authors the GiftedNYS newsletter, serves on NAGC’s Public Policy and Advocacy Committee, founded The Gifted Symposium, and reviews for the Martin Jenkins Scholarship.

Terry Friedrichs is a nearly 50-year teacher of gifted students with various disabilities. He has earned MN teaching licenses and/or certifications in K-12 gifted education, learning disabilities, behavioral disorders, and autism spectrum disorders, as well as in adult learning disabilities. He also has earned a Ph. D. in gifted education and learning disabilities from the University of Virginia, and an Ed. D. in Critical Theory in Education from the University of St. Thomas. His specialties include academic teaching of 2e youth, advocacy for 2e in state legislation, and institutional barriers to 2e and 2e LGBTQIA+ youth in school. He is presently enrolled in the Ph. D. Program in Gerontology and Adult Education and will be specializing in the study of twice-exceptional and LGBTQ+ persons among elders.

Doug Alexander, MA, NBCT, is a Gifted Education Specialist in Boulder Valley School District in Colorado, and has been teaching students who are gifted for 22 years. He also is currently pursuing a doctorate degree in gifted education from the University of Northern Colorado, where he obtained a Master of Gifted Education degree. He holds both Colorado teacher certification in Gifted Education K-12, and National Board certification in Gifted Education. Doug leads gifted-focused professional development courses in his district and presents about gifted education at the local, state, and national levels. He is the chair for NAGC's LGBTQ+ Network and president of state affiliate Colorado Association for Gifted & Talented (CAGT), in addition to being past-president of Boulder Valley Gifted and Talented (BVGT), a local nonprofit affiliate of CAGT. Doug has a passion for project-based and problem-based learning, and embraces his reputation as an unconventional teacher.