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Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.

The current study investigates differences in the leadership skills between intellectually gifted and average students and explores the relationship between intelligence and leadership potential. Participants in this study were 176 students (57 males and 120 females) from an Eastern Province University in Saudi Arabia. Students were selected on a voluntary basis and asked to complete the Leadership Inventory (LI); data were also collected about their General Ability Test (GAT) scores. The Spearman Rho correlation formula was calculated and then the sample was divided into two groups based on their GAT scoresintellectually gifted and average students -and a subsequent t-test was performed. The LI consists of four subscales: leading self and others; problem solving skills; effective communication; and planning skills. LI internal consistency was a ¼ .94. No significant correlations were found between leadership and intelligence (r ¼ .077, P >.05). The mean of gifted students only in planning skills (M ¼ 26.16) was significantly higher than the mean of average students (M ¼ 24.747, t ¼ -2.069, P ¼ .04, df ¼ 174, Cohen's d ¼ .31). No other significant means differences among all other variables were found. Intellectually gifted students lacked essential skills to prevail in the global competitive economy. Recommendations, implications, and limitations of the study are discussed.

This study assessed the impact of Mawhiba-IAU (an innovative gifted summer program in Saudi Arabia to prepare gifted students to thrive in an innovation-based economy) on students’ achievement, soft skills, and satisfaction. The convenience sample consisted of three datasets of gifted students for the various research questions. A quasi-experimental design with pre- and post-assessments with no control group and a cross-sectional design was used to assess the impact of Mawhiba-IAU on students’ holistic development. Achievement tests, scales, and surveys were used for the assessment. In the series of t-tests, the difference between the pre- and post-assessments showed significant effects on students’ achievement, soft skills development, and satisfaction. Although there were several limitations, including the lack of a control group, the results showed that Mawhiba-IAU was highly effective for students’ holistic development. In 2018, Mawhiba-IAU became the only program to win Mawhiba’s first award.

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