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August 24, 2010 | Academics, News, People, Research, Staff, Students, WKU | No Comments
[Video Blog] Gatton Academy First-Years Discover Research Opportunities During Fair from Gatton Academy on Vimeo.
Faculty from Ogden College of Science and Engineering and the College of Education and Behavioral Sciences at WKU met with Class of 2012 students to discuss opportunities to engage in research.
August 23, 2010 | News, Parents, People, Photos, Student Life, Students, WKU | No Comments
Photos by Suzanne Van Arsdall, Academy Avatar
After months of applications, interviews, waiting, and planning, the Gatton Academy is proud to finally welcome our Class of 2012 to campus for Adventure Week and the start of an exciting two-year journey.
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August 23, 2010 | News, Parents, People, Student Life, Students | No Comments
by Krysta Waldrop, Academy Avatar
Emotions ran high on Sunday as parents helped their children move into Schneider Hall. For many families this was the first time they unloaded a car on a university campus–two years earlier than when the average student would leave for college.
Every parent handled the situation differently: some families encouraged their teens to socialize with other students in the common areas while others chose to spend most of their time together before departing.
Throughout the various meetings which took place during the day, parents asked a variety of questions, ranging from living arrangements to major traveling opportunities offered by the Gatton Academy.
Many parents were anxious about permitting their child to go into the care of strangers at such a young age and sad to see their teens leave. One parent stated, “I’m excited for my son, but it’s sad. I’ve been crying all week.”
Other parents, instead, had a lighthearted approach. “Well, I’m okay, and he’s certainly happy that I’m leaving now,” laughed a parent as she toted empty boxes back to her vehicle. Overall, they appeared to be reluctant to depart, but it was also apparent they were aware of, and passionate about, the countless opportunities that were now available to the new Academy juniors.
For some families, this wasn’t their first experience with the Gatton Academy; the Class of 2012 contains several students who are the siblings of former and current Gatton Academy students.
The Missik family, parents of Justine Missik (Boyle, ’11) and Lucas Missik (Boyle, ’12) were asked to compare their two experiences with letting their children attend the Academy. “It’s certainly easier this time; we aren’t as anxious,” noted their mother, Christine. “We know the people who work here and we know more about the program, so there’s less to worry about.”
The Class of 2012 has another student whose parents are familiar with the Gatton Academy, but not in the same fashion as the Missiks.
Dr. Claus Ernst and Dr. Uta Ziegler, two professors at Western Kentucky University, moved their son, Markus Ernst (Warren, ’12) into Florence Schneider Hall this year. The two WKU professors currently teach Computational Problem Solving and helped to originate the course during the program’s first year.
Ernst and Ziegler are very involved with the Gatton Academy and are often in contact with the Academy Director Tim Gott as well as other staff members. “This will be much less difficult for us than it will be for other parents who are here today,” said Dr. Ziegler. “We know a lot about the Academy, and we’ve worked closely with them for a long time.”
As the day came to a close, the remaining parents were required to leave. Despite their anxiety and reluctance to see their children living similarly to traditional college undergrad, they left feeling optimistic. Several parents noted that while it is hard to have a child leave the house, the Gatton Academy provides each student with an incredible experience filled with so many opportunities that would otherwise be unavailable to them.
August 23, 2010 | Academics, News, Parents, People, Staff, Student Life, Students | No Comments
The 2010-11 Student Life Handbook for Gatton Academy students is now available for download. Class of 2012 students received drafts of the document earlier this week. Please review the updated copy to ensure your understanding of revisions under academic expectations, attendance, graduation requirements, and student life policies. Many components of the Handbook also apply to the Class of 2011 as well.
Students and parents should pay particular attention to the new Class Attendance and Conduct Policy as well as the Classroom Intervention Program.
Any questions regarding academic policies should be directed to the Academy Academic Coordinator April Gaskey. All questions regarding student life should be directed to Beth Hawke, Coordinator for Residence Life.
August 23, 2010 | News, Parents, People, Student Life, Students | No Comments
by Sydney Combs, Academy Avatar
Early Sunday morning, a small army of Community Leaders stood–clad in bright green Gatton Academy attire–ready to swarm the first Class of 2012 student to arrive. When that lucky junior pulled into the parking lot at 8:15 in the morning, swarm the upperclassmen did.
Like kids to free candy, the Community Leaders flocked to each incoming junior and their family, transporting their belongings from the car to their room before they could even turn around. After a day of trucks and trunks filled with bins and duffel bags, all first-year students were moved in around two o’clock, ready to begin Adventure Week.
This first step into real life evoked mixed emotions from the students, parents, siblings, and staff members alike.
While Tucker Joyce (Mercer, ’12) moved into his room on the second floor, his grandfather and siblings sat patiently, confident in Tucker’s abilities to succeed at the Academy. Bryan Joyce, Tucker’s grandfather, seemed at ease, commenting on how his only concern was for his grandchildren and how they would fair missing their brother. “It’ll be tough,” he stated, “They are all three very close.”
Tucker’s brother Bailey, on the other hand, was more optimistic, focusing instead on how often Tucker will get to come home throughout the year. When asked how his parents felt about Tucker leaving, Bailey answered, “Well, right now they are pretty protective but I think that will change. It’s like they are sad to leave, but happy to let him go.”
It seemed like these conflicting feelings ran rampant throughout the parental community, striking victims such as Jay Porter, father of Jaymi Porter (Carter, ’12), “My feelings about Jaymi moving in are mixed; I’m a little sad but mostly excited. I know Jaymi can handle it.” However, when asked about moving in, Jaymi stated that she was only a little nervous, but mostly ready to start classes. She said, “I have been waiting all summer for this and now that I’m here, I’m just ready to jump right in and get started.”
Courageous and anxious for work, Jaymi’s confidence in herself was parallel to that of her parents. This also appeared to be the case for others such as Nikolaus Dilger, father of Daniel Dilger (Boone, ’12), who exhibited little worry for his son, “No, nope. Daniel has lived on campus twice and already has friends coming into the program. The atmosphere here is comfortable and with such unique people, he will undoubtedly feel at home.” For such a monumental step in the students’ and parents’ lives, the grace of the transition by all members was admirable.
As Academy Director Tim Gott mentioned early Sunday morning, “I am more excited about this year’s move-in than in years past. The program is getting better every year, and it started out pretty well to begin with. With the collective wisdom of our Residential Counselors and staff downstairs, I believe our years of experience will come together in a powerful way.”
With the apparent poise of the Junior class, supportive shoes provided by families, guidance from the Academy staff, and a cheering crowd of Seniors, there is no doubt that the recent additions to the Academy will provide a stunning performance.
August 18, 2010 | Academics, News, People, Student Success, Students | No Comments
Students at Western Kentucky University’s Carol Martin Gatton Academy of Mathematics and Science in Kentucky outperformed their high school peers for the third consecutive year on the American College Test (ACT).
On Wednesday, the Kentucky Department of Education (KDE) announced the results for the recently graduated Class of 2010. Gatton Academy students outpaced their peers, receiving an average composite score of 31.0 out of 36 possible points on the exam — a score 11.6 points ahead of the statewide average.
As mandated by state law, all Kentucky public school juniors participate in the ACT, which assesses English, reading, mathematics and science and is scored on a scale of 1 to 36. Many college-bound senior take the test at least one more time during high school.
In the individual subjects, Gatton Academy graduates scored an average of 30.8 in English, 31.3 in mathematics, 31.1 in reading and 30.3 in science.
Academy administrators were pleased with the improvement in scores between since the class was admitted as sophomores in spring 2008. The average composite and math scores increased by 2.2 points.
The exceptional scores come as no surprise to Tim Gott, director of the Gatton Academy.
“It should come as no surprise that our students do well on the ACT since they were selected from among the top students in the state,” Gott said. “What pleases me most is the amount of growth from their sophomore year to their senior year. Going from an average composite of 28.8 to 31.0 is a substantial jump. This reveals the work ethic of the students and the rigor of our curriculum.”
Corey Alderdice, assistant director for admissions and public relations, added that Gatton Academy students showed strength not only in math but across the English and critical reasoning sections of the exam as well.
“Because the emphasis of the Gatton Academy is math and science, many individuals are surprised to learn our students are equally outstanding in the classroom in subjects across the academic spectrum,” Alderdice said. “Though our students intend to pursue advanced careers that require substantial study in math and science, we are pleased to know they are growing as problem-solvers and critical thinkers, skills that are crucial to a 21st century economy.”
Statewide, the 45,763 graduating seniors taking the exam received an average composite score of 19.4. In the individual subjects, students scored an average of 18.9 in English, 19.1 in mathematics, 19.7 in reading, and 19.5 in science.
Alderdice is also quick to share the success of Gatton Academy students on the test with their local sending districts. Students’ scores are included in the average of their local school on this and other required assessments, an important component in the shared relationship between the program and high schools from across the state.
“We hope to be viewed as an extension of every school and district in the state,” Alderdice said. “The scores are only possible with the combined preparation students received from their home institutions and continued study at the Gatton Academy. We are excited that districts are partnering with us to provide appropriate challenges while helping students grow academically and socially.”
For information, contact Corey Alderdice at (270) 745-2971.
August 12, 2010 | 5Q, News, People, Research, Students, Summer, WKU | No Comments
Michael Phillips (Marshall, ’11) is spending two months of his summer working full-time on a research project in the WKU Department of Chemistry under the direction of Dr. Matthew Nee.
Phillips has worked independently to code and test a computational kinetic model of reactions that occur when light hits snow and tracking the associated compounds. Through this project, Phillips has helped set up future experiments in Dr. Nee’s lab while gaining an enriched programming acumen, and learning lessons about chemical kinetics and modeling. Along with this project, Phillips has also been assisting a graduate student in building a temperature-controlled infrared sample cell.
Phillips is one of eleven students from the Gatton Academy’s class of 2011 who received a Research Internship Grant from the Academy for this summer. The Research Internship Grants are available to Gatton Academy students in the summer between their junior and senior years to support students during summer research experiences.
Recently, we caught up with Phillips in his Snell Hall lab to get a picture and see how his summer research was going:
1. Tell us a little about the project or program in which you are participating this summer that the Research Internship Grant is funding.
I’m collaborating with Dr. Nee on a project in which we are studying the chemical reactions that occur when light hits snow. Specifically, I am programming a kinetic model that shows the approximate concentration of each molecule at any given time. This program will be a very good gauge to use during lab work to determine if the kinetic model is accurate.
2. What is the part of the summer experience you are enjoying most?
The part that I am enjoying the most about this summer experience is getting to see some of the highly mathematical and computational portions of chemistry.
3. How is this different from the way you think most high school students spend their summers?
Most of my friends are staying home this summer. They are going to the drive-in, hanging out, and just having fun. Others are going to GSP and beginning to understand the college experience. I have already had a taste of the college experience and am now going on to experience what it is that professionals in academia do outside of the classroom.
4. Will you be using this research experience as a launching point for any particular applications, competitions, or scholarships?
I am currently discovering the possibilities that my summer research experience could lead to. Although, the skills that have been learned and applied will be necessary for any research project in the future.
5. How does this research experience or internship fit into your educational and professional goals?
I plan on furthering my education to being a professional theoretical physicist. Not being able to observe all of your work, it is frequently helpful to create computer models of what you want to observe and running simulations. The skills I have been applying in this project match perfectly with those required for such a task.
6. What are you looking forward to the most about your second year at the Academy?
I am looking forward to furthering my education in physics while taking University Physics II next semester. I also can’t wait for my friends to return to campus from their summer breaks.
August 10, 2010 | 5Q, News, People, Research, Students, Summer | No Comments
When Josh “Moose” Song (Warren, ’11) met Vanderbilt University’s Dr. Kane Jennings in the summer of 2007, he probably didn’t realize just how important the relationship would become.
From that first summer, when Song was a student in Dr. Jennings’ “Introduction to Nanotechnology” class at the Vanderbilt Summer Academy, Song has kept the lines of communication open with Dr. Jennings. This summer it is paying off.
Song has spent two months this summer performing Chemical Engineering research under Dr. Jennings’ guidance. Recently, Dr. Jennings wrote an update on Song’s summer research, gloating about his progress. “Josh is having a terrific experience in the laboratory. He is addressing a key hypothesis we have developed relating to water and ion transfer into superhydrophobic polymer films. I expect that in three more weeks, he will have enough results to make a conclusion regarding the hypothesis, which will help us immeasurably. The quality of his experimental work to date is outstanding,” he wrote.
Song is one of eleven students who were awarded the Gatton Academy’s Research Internship Grant this summer. The grant is available to Gatton Academy students in the summer between their junior and senior years to support students in research opportunities.
Song paused from his research recently to answer some questions:
1. Tell us a little about the project or program in which you are participating this summer that the Research Internship Grant is funding.
My research explores the use of super-hydrophobic films as protective coatings. In this application, we take advantage of how a simple spray of water (such as rain) entirely cleanses glass surfaces. More specifically, I am conducting research to explore the possibility of regaining the super-hydrophobic behavior after an event that causes its deterioration, such as the addition of ethanol into the water solution that is in contact with the film.
To characterize this behavior, I performed contact angles, surface tension, and Electrochemical Impedance Spectroscopy (EIS) measurements. Contact angles are the simplest way to observe surface properties of the films: the higher the contact angles, the more hydrophobic the film. Surface tension measurements helped us to visualize the difference between various solutions of certain ethanol percentages. Lower surface tensions will cause the super-hydrophobic behavior to break, while relatively high surface tensions will maintain the super-hydrophobic behavior. Lastly, EIS measurements give more detailed information about the surface than simple contact angle measurements. EIS can give much more insight into how the varying amounts of ethanol are interacting with the super- hydrophobic film.
Through my research, I was able to discover that super-hydrophobic behavior cannot be recovered even when only relatively small amounts of ethanol are added to the solution. Even 0.5% Ethanol seems unlikely that the film’s super-hydrophobic characteristics can be recovered. As I continue the research smaller percentages of ethanol will be explored and hopefully we will be able to see that some behavior can be recovered through the removal and diluting of ethanol from the solution at even lesser amounts of ethanol.
2. What is the part of the summer experience you are enjoying most?
Vanderbilt has a great program for talented youth called Vanderbilt Summer Academy and the university has done a great job of making me feel at home and allows me to interact with peers my age who have interests similar to mine. I have attended this program twice before, and it is a truly wonderful experience. The staff has also been very friendly and I am thankful that I am able to spend my summer doing something productive yet still enjoyable.
3. How is this different from the way you think most high school students spend their summers?
I think most high school students spend their summers doing things that, while entertaining, they cannot speak of with pride, saying that they helped make something happen. This summer, not only have I done research, I also helped Western Kentucky University’s Center for Gifted Studies organize the Summer Camp for Academy Talented Students and the Summer Program for Verbally and Mathematically Precocious Youth. I think that while it may have been a summer more taxing and challenging than most, I will be able to look back and say that I was able to do things that I could never have done during the school year, and therefore I think that I have had a more productive summer than most.
4. Will you be using this research experience as a launching point for any particular applications, competitions, or scholarships?
I am definitely looking to use this experience to apply for a few competitions which include the Intel Science Talent Search and the Siemens Competition. I believe that any research opportunity would be a fantastic addition to any college application, and my relationship with Dr. Kane Jennings from the Chemistry Department of Vanderbilt University, which goes back to three summers ago, will benefit me for many years to come whenever I need information about undergraduate, graduate, or postgraduate schools or various competitions or scholarships.
5. How does this research experience or internship fit into your educational and professional goals?
Chemical Engineering is one of the largest and, still, fastest growing areas in the STEM field, and I have also become interested in it. I think this is a great opportunity for me to realize what Chemical Engineering is not only in class but in the lab during the graduate school years.
6. What are you looking forward to the most about your second year at the Academy?
I am thrilled to meet my friends again and it feels as if I’m almost looking forward to going back home. The Academy has a great community and everyone in the building is friendly and helpful. I am also excited to help the juniors become accustomed to life and share my knowledge and wisdom with them.
August 2, 2010 | 5Q, News, People, Research, Students, Summer, WKU | No Comments
Sarah Schrader (Warren, ’11) is one of eleven recipients of the Gatton Academy’s Research Internship Grant for this summer.
Schrader has already characterized a unique phage through the course of the HHMI’s Genome Discovery and Exploration Program during the 2009-10 academic year. However, her phage has never had its DNA sequenced until this summer.
The research that Schrader is undertaking this summer is being managed around an eight-week intensive language study abroad trip with the WKU Chinese Flagship. Before departing for Chongqing, China, Sarah spent the first three weeks of summer re-isolating her phage’s DNA and preparing her samples to be sent off for DNA sequencing to a national laboratory.
When Sarah returns later this month, the DNA sequencing should be complete. With these results, Sarah will resume her research. If all goes to plan, by the summer’s end Sarah will have annotated a unique DNA sequence, which she will submit to the National Center for Biotechnology Information’s DNA sequence database, being listed as the first author of the submission.
In the midst of all of this activity, Sarah managed to answer some questions about her summer research.
1. Tell us a little about the project or program in which you are participating this summer that the Research Internship Grant is funding.
Last year I participated in the Genome Discovery and Exploration Course, which is a national initiative designed to engage college freshmen in authentic research. Another sub-goal of the program is to enhance the growing database of bacteriophage genomes available for researchers. Bacteriophage are viruses that infect bacteria, and, as deadly antibiotic resistant strains of bacteria become more and more common, researching them and their bacteria-destroying capabilities is quickly becoming more and more crucial. During the fall semester of the course, I isolated a novel bacteriophage from the environment. Over winter term, two phage discovered in our class were sent off to sequencing centers to have their genomes sequenced. The spring semester was spent using computer programs to annotate the genome, deciding where each gene started and ended and assigning putative functions to them. Since my phage was not one of those chosen to be sequenced, I decided to work independently this summer to complete its characterization at the genomic level.
2. What is the part of the summer experience you are enjoying most?
So far I have enjoyed the independence this experience has provided me the most. During my research last year, I was still trying to learn techniques and procedures and frequently had to rely on my instructors to guide me. Now, however, I already know how to use equipment I need and how to carry out important procedures and thus don’t have to rely on my supervisor as much, although he is, of course, ready and willing to help should I need anything.
3. How is this different from the way you think most high school students spend their summers?
As soon as summer starts, many high school students flop down on the couch in front of the TV and don’t get up again until the next school year arrives. Even those that have jobs usually work as cashiers, babysitters, or store clerks, and while that is good work experience and a fair source of spending money, ringing up happy meals or chasing little kids around probably doesn’t stimulate their intellects a substantial amount. Some students do choose to go to a variety of different summer camps and programs, some of which do involve science-related subjects. These, however, are usually very structured and strictly supervised. I, on the other hand, have no idea what the results of my research will be and have control over my own schedule as I introduce the scientific world to a completely new if infinitesimal piece of knowledge.
4. Will you be using this research experience as a launching point for any particular applications, competitions, or scholarships?
I plan to use this experience as the basis for my entry to the Siemens Competition and Intel Science Talent Search in the fall and to supplement my application for the Goldwater Scholarship in the spring of next year. Considering the person who won the Intel Science Talent Search this year developed a cancer treatment that utilizes a light energy stimulated drug to kill off cancer cells and the winner of the Siemens Competition researched chemotherapy drug resistance, I’m not expecting much – as far as I know, bacteriophage can’t kill cancer. But they do have the potential to wipe out new menaces like drug resistant tuberculosis and multiple drug resistant staph, so I guess it’s worth a try.
5. How does this research experience or internship fit into your educational and professional goals?
Although I’m not really sure what I want to do, I have been considering a career as a research geneticist. This project ties into that goal quite nicely as it involves the sequencing and annotation of a genome. I am sure that I want to major in biology, and, of course, this project also fits well with this goal.
6. What are you looking forward to the most about your second year at the Academy?
My first year at the Academy was amazing. The classes and professors were outstanding, as were my peers and counselors at Gatton. I was provided so many opportunities to grow as a scholar and a person, and I am truly grateful for them and everyone who worked so hard to give them to me. Right now I am most looking forward to my classes, but also to continuing my research and once again being immersed in the unique environment of Schneider Hall. Next year I know there will be even greater opportunities open to me, and I plan to seize as many of them as I can!
August 2, 2010 | Admissions, News, People, Staff | No Comments
by Corey Alderdice, Assistant Director for Admissions and Public Relations
Activity is picking back up here in Schneider Hall as the full staff returns this morning for the start of a new year. Things are also picking up in the admissions office (read: my office) as well. Every year we seem to get a little faster with our work of admitting the next group of students. Even though the Class of 2012 has yet to arrive on campus, I’m excited to officially announce the availability of the admissions application for the Gatton Academy Class of 2013!
Step-by-step instructions for applying are available via the Admissions page of the Gatton Academy website. The page will walk you through each part of the admissions application and process. For the moment, though, I’d like to call your attention to five updates and changes for the Class of 2013.
1. The deadline for submission of all admissions materials is February 1, 2011.
With an earlier start this year, we have decided to roll the calendar back two weeks for the admissions deadline. The new deadline will provide our admissions committee with the necessary time to devote to each student’s application. Notifications for the interview phase will still be sent by email no later than March 1, 2011.
2. We have revised our policy to allow students with a minimum ACT-Math score of 22 or SAT-Math score of 520 to apply.
The average ACT-Math and Composite scores for incoming students at the Gatton Academy remains 29. Our research shows that 26 is a competitive score that greatly increases the likelihood of a student’s success in the program. However, we have also witnessed students with scores between 22 and 24 be highly successful in the program. The difference is the commitment and work ethic these students possess. Because many students will be in the midst of Algebra II when taking this ACT later this year, we certainly want to account for that with our minimum test score.
3. Essay question four is brand new.
I’m most excited about this change. The University of Chicago is famous for the questions on their “Uncommon App.” What’s great about their questions is that it provides students with an opportunity to be creative, think outside the box, and write on something beyond very traditional admissions questions. We think question four provides a variety of opportunities for exploration while allowing the admissions comittee to see students’ thought processes in a very different way. Check out the question below.
The Center for Disease Control has reported a zombie outbreak with a confirmed Patient Zero in the city of Bowling Green, Kentucky. From the position of Governor of the Commonwealth of Kentucky, base commander at Fort Knox, or Chief of Medicine at the Bowling Green Medical Center, develop an immediate action plan to deal with the outbreak.
4. We’ve added an optional “Video Essay” to the application.
Maturity, personality, and individuality are traits that are common among all Gatton Academy students. Grades, essays, and letters of recommendation do not always demonstrate the level of creativity, ingenuity, and talent among our student body. In order to better appreciate applicants as individuals, candidates are invited to submit a video of no more than two minutes in length for the Admissions Committee to review. Videos may be either edited or unedited. For students who do not have access to the technology to do this, we will have stations set up on Interview Day. We hope that you’ll really wow us with your entries.
5. Students now must submit a minimum of two and no more than four letters of recommendation.
Over the last few years, we’ve realized the most fruitful information comes from the letters of recommendation from your math or science teacher as well the counselor, principal, or community leader. Acquiring these letters of recommendation can often be a challenge for sophomores as they have yet to establish a connection a rapport with a variety of teachers. With that in mind, students only must submit the two required letters, though you have the opportunity to provide us with up to two more letters from the persons of your choice.
Excited? We sure are!
Don’t forget to RSVP to attend a Preview Weekend this fall on campus. Preview Weekends are great opportunity to get to know the students, parents, and staff who truly make the Gatton Academy an “Atypical High School.” We’ll also conduct a series of Information Sessions throughout the state later this fall. We’ll share more details as those dates become available.
Until then, feel free to contact us with any questions you may have about the admissions process or the Gatton Academy!