Charlotte Humes, a Gatton Academy senior from Bardstown, chose to spend her summer this year than many of her high school peers.
Earlier this year, she applied for and was awarded a National Security Language Initiative for Youth (NSLI-Y) Scholarship sponsored by the U.S. Department of State for the study of a critical language in a foreign country. These merit-based scholarships are for high school students studying less commonly taught languages.
Although the Gatton Academy curriculum places and emphasis on math and science, Humes began to cultivate an interest in language when she took a course in Arabic during the spring semester at WKU. TheDepartment of Modern Languagesat WKU offers two years of Arabic courses. Courses are taught by Khaldoun Almousily, a native of Jordan, and a new Fulbright Language Teaching Assistant each year, giving students exposure to different dialects and the opportunity to delve deeper into cultural differences.
“The program is very dedicated to broadening the global perspective of students they send,” Humes said.
Humes’ Arabic studies took her 4,353 miles from Kentucky to Rabat, Morocco. Aong with 12 other students from across the nation, Humes spent six weeks immersed in the language and culture of the country under the instruction of fluent Arabic speaker John Weinert of Rochester, NY, and teacher Emily Lauer of Denver, CO.
Humes explained that living with a host family was a critical component of the program. Program participants had the opportunity to experience authentic dinners, weddings, and everyday life. “One of the most influential experiences overall was staying with the host family,” she said. “It made me appreciate and practice the language a lot more than I would’ve had I just stayed in a hotel. I was immersed in the culture, which was great!
The group’s studies in Morocco consisted of language study five days each week with the rest of her time spent just experiencing the everyday culture. Her host family took the students on day trips to the countryside, which she thought was one of the most beautiful places in Morocco. Other weekend trips led the students to cities like Fez, Ifriane, and Chefchaouene all over the country. She was also given the freedom to explore the city and venture out to the beach with her roommates.
Humes’ work in Arabic at Western Kentucky University gave her an edge over many of her peers in the program. Of the students in the NSLI-Y program, skill levels ranged from not knowing the alphabet to high proficiency. Humes was surprised when the mother of her host family began speaking French when she arrived. She quickly learned that French was also a prominent language in the country.
Of the many experiences throughout the trip, Humes explained that the interactions with the various Moroccans she met were the most enjoyable. “Although there was the language barrier, most of the students there know at least some English,” Humes said. “between the two languages we were able to communicate.”
Not surprisingly, Humes said her least favorite part was leaving. After recounting her amazing experience, she said that she would definitely recommend the program to other students, and would repeat it herself if given the chance.
For more information, contact Corey Alderdice at (270) 705-3632.
Academy Avatar Rachel Metcalfe also contributed to this story.
Though the calendar year has yet to draw to a close, each August brings a new year to the Academy along with “new challenges and new opportunities, simply something different and exciting to the table,” according to April Gaskey, the programs Coordinator for Academic Services. “The Academy is a huge learning experience, so each new school year is different.”
She, along with a number of Residential Counselors and other staff members, weighed in on how they felt as the Academy enters its fifth year.
“I’m very excited. I have 16 new juniors, which is a lot, and I look forward to meeting and bonding with them all,” said Sue Meador, a returning Residential Counselor.
The feeling of excitement spread far beyond that one wing, however. Laura Huff, another RC, also mentioned that she was excited, and “feeling very positive. I think it’s going to be a lot better in terms of enthusiasm and working together.”
None of the staff seemed more excited than Scott Wolfe, the Lead RC, however, who spoke of “looking forward to a smaller wing and the community there, along with planning the weekend activities.”
Two new residential counselors also bring a strong sense of optimism with them. Sam Earls and Brimah Vonjo each expressed their happy anticipation of this year. “I’m really looking forward to it,” began Earls. “I’m excited to get to know everyone and I think it’ll be a lot of fun.”
Vonjo said, with a laugh, he was “most excited to see smart people get even smarter.”
Even with excitement comes a feeling of nervousness as the school year approaches with new challenges and opportunities. “I’m a little nervous about talking to parents, since I’ve never had to do that before,” admitted Earls.
Residential Counselor Rachel Stewart, who has all new residents this year, mentioned that “it’s a little scary to have all new people with very different personalities.” She maintained a positive outlook, adding “I know it’ll give me a different experience, and I’ll definitely have fun with it.”
Luckily, staff members were well-prepared by their training, and the Academy as a whole “improves with time, so we can feel better about things each year,” explained Beth Hawke, Assistant Director for Student Life.
“I’m definitely more confident this year,” declared Huff, expressing the assurance each staff member held.
This confidence wasn’t unfounded, as staffers are coming in with a plan. “I’m going for the same personal approach as last year, trying to be strongly relational without being overly nice,” shared Ian Oliver, another returning RC.
Vonjo’s methodology is similar, attempting to “be available without being overbearing.”
Improvements from years past were also reflected in their plans. “I want to let students do activities more on their own, to sometimes just support instead of lead,” said Meador.
Oliver also mentioned changes such as “creating a more concrete way to structure wing meetings and expectations.”
Derick Strode, Coordinator for Internships, Research, and Scholarships, stressed that constant improvement is always a goal for Academy staffers. “There aren’t major changes in my personal job area, but there are definitely still improvements to be made,” he said. “We’ve got a great system in place, now it’s just a matter of polishing it.”
He finished with his personal goal, one in which the staff is clearly united. “I want to be giving students the best possible experiences and opportunities.”
The Academy certainly understands the value of a little free time. “It helps take the professional edge off things, which is healthy,” said Ian Oliver, fourth floor male Residential Counselor, but added that “it’s definitely hard to transition back into work mode.”
To help ease this transition, staff activities resumed on August 1, almost a full month before any students return to Schneider Hall. “The purpose of training is to spend three weeks preparing the RCs to work with this unique population,” explained Beth Hawke, Assistant Director for Student Life. “We focus on the traits and characteristics of gifted students, particularly the social and emotional aspects, and it allows the new staff to learn from the old.” Overall, the staff seemed to think it was a very positive experience.
Veteran staffers, such as Laura Huff, second floor female Residential Counselor, praised it for having improved from last year. “It focused more on preparing us on relevant topics, and on information we really need to know,” she said.
All the staff members agreed that it certainly helped them be prepared for this year. “It helps me get back in the mindset of the job, and remember things I need to do. It gives me ideas for the new year, a chance to hear how everyone’s doing things, and a time to think of new strategies,” shared Rachel Stewart, fourth floor female Residential Counselor.
Beyond just discussion with each other, staff were also given a safety session by the fire marshal, spent quite a bit of time learning from Assistant Director for Counseling Services Pokey Bowen about crisis communication, suicide prevention, and had Dr. Tom Hebert–one of the leading experts in gifted studies–come speak.
“I was able to learn more about gifted students and what makes them tick,” Sue Meador, third floor female Residential Counselor, said of the speaker. The other staff members, such as April Gaskey and Derick Strode, came to explain their jobs, and, as Strode put it, “create unity with all the staff.”
Brimah Vonjo, who joined the Academy this summer as a Residential Counselor, said that, “the guest speaker and staff really came in and gave pieces to the puzzle. It absolutely prepared me for the job.”
Staff members agreed it had been a productive time, and many offered their take on the most important accomplishment. “We definitely created a stronger bond among staff, and work more as a unit now,” said Scott Wolfe, who recently assumed the role of Lead RC.
Sam Earls, the other new RC addition who will work with second floor males, mentioned that “it’s a tight community, so those goofy, team-building things really helped with unity.”
According to Stewart, this extended even beyond the scheduled training. “A lot of really important bonding happened outside of training, when we were just going to meals and hanging out, and that’s definitely an important part of summer development.” Staff development this summer has helped the Academy enter the new year well-prepared.
For many parents, moving their child out of the house for the first time is one of the most difficult parts of the experience. Luckily, despite a quick survey of the activity revealing a few less-than-dry eyes, the overall attitude of the families moving in members of Gatton’s Class of 2013 was clearly positive.
Mark Allen, father of Cecily Allen, commented on this contradiction. “We’re excited but sad,” a combination I heard echoed by other parents. He added that this was his daughter’s “first extended period away from home,” but that “coming to orientation and preview weekends really helped.”
The fact that this was the second child to move out the home, he said, “definitely makes it easier.”
Fran Hamilton, the mother of Gabrielle Hamilton, felt similarly. A true veteran at this, with Gabrielle being her third, and final, child to move out of the house, she said that while she and her husband think it is “easier in some ways with each one you move out, and we are very excited for the great experience for our daughter, losing the youngest, the baby, is definitely toughest.”
She paused before adding, “We’re empty-nesters now.” No matter how many times the parents had been through this, or what amount of help that offered, it was still a challenge.
Naturally, there was an element of nervousness in their good-byes. Many parents mentioned that the distance would be difficult to handle. The most common concern was their child’s time management wanting to make sure that they “got their work done and studied.” Of course, the news that the Academy provides students with the resources to learn about and develop study skills, along with the reminder of mandatory study hours, helped ease parents’ minds, at least on that account.
Despite having the same concerns as any other parent would, Rob Johnson, father of Justin Johnson, weighed in on such things. “It’s a great opportunity, and I like that he’s moving in now, even though he’s younger. It gives him a safety net, so he’s able to ask for help and have a second family here, much better than just dropping him off all on his own in two years.”
Other parents repeated his beliefs, expressing relief that they were leaving their children in capable hands. While it may come as a surprise, age seemed to not bother most of the parents. “Age doesn’t matter,” said Karen, Justin’s mother. “He’s always been so mature, and he seems ready, so I’m not bothered.” Mike and Trish Smith, Ethan’s parents, also mentioned that “the fact that he’s sixteen doesn’t really change anything,” and that, regardless, while “the Academy gives greater challenge and independence, it also provides a lot of support.”
After a quick meeting with the staff, parents were asked to say their final good-byes. As children and their parents embraced, promising to keep in close contact, all were confident in their decision. The Academy will provide these 78 students with a second family, along with amazing opportunities, and everyone seemed to recognize this.
The final sentiment I heard echoed all around? “I love you,” said as parents let their child begin their next grand adventure.
Gatton Academy students Charlotte Humes, Brandon Kerr and Victoria Allen were selected for National Security Language Initiative for Youth Scholarships. (WKU photo by Clinton Lewis)
Brandon Kerr of Edmonton and Victoria Allen of Auburn, both studying with theChinese Flagship program at WKU, one of nine such federally funded programs in the country, were awarded the NSLI-Y scholarship for summer 2011 to study Mandarin for six weeks at Shanghai Normal University.
Charlotte Humes of Bardstown, who is studying Arabic, will be spending her summer in Morocco immersed in Arabic culture.
The NSLI-Y summer scholarship will cover all program costs, travel to the applicant’s destination, tuition, housing, activities, and more for six weeks. These merit-based scholarships are for high school students studying less commonly taught languages.
Brandon Kerr
“Brandon is very serious about Chinese and has impressed me deeply with his talent and motivation,” said Dr. Liping Chen, Assistant Professor of Chinese Language and Linguistics with the Chinese Flagship Program. “He is no doubt a rising star in the program.”
Kerr said that he was concerned that, without practice over the summer, he might lose the progress he has made so far with the language. Hoping to serve as a volunteer doctor after graduation, Kerr saw the potential for personal progress in continuing his studies this summer.
“I was really inspired by the winter program the Flagship took, and I wanted to get back to China as soon as possible. Learning the language will be critical for me if I want to work as a physician in a foreign country one day,” he said.
Victoria Allen
Allen, a first-year Gatton Academy student, hopes to someday work for an international organization focusing on environmental science. Allen was also offered an opportunity to spend her summer conducting research with theNational Science Foundation Research Experience for Undergraduates(REU) program at WKU, studying the impacts of land use and land cover in the Upper Green River Watershed.
“Even though I am incredibly thrilled with this achievement, I have decided to decline the NSLI-Y scholarship. While both are extremely lucrative opportunities, I feel the REU will serve my major and future better,” she said.
Dr. Chris Groves, director of theHoffman Environmental Research Institute, said Allen’s work this summer “will be largely here at WKU working on some new methods to evaluate environmental impacts on landscapes. In general this work isn’t specifically China related, but we are going to utilize Victoria’s experience with the Chinese culture to explore how we can transfer this technology to Chinese settings.”
Dr. Groves said that they are also looking into having Allen present her work in Guilin, China, to his Chinese colleagues and work alongside the team for a few days as they work on how to apply the research in China.
“With Victoria’s interest in environmental sustainability issues combined with her Chinese skills working with the Flagship program, I was thrilled that she came to the Hoffman Institute seeking research opportunities this year,” Dr. Groves said. “She has already begun working on an evolving methodology to evaluate environmental impacts at the landscape scale, and with her experience this summer we will evaluate ways to utilize these methods in a Chinese context, where the scales of environmental challenges are enormous.”
Charlotte Humes
Humes said she applied because she loves Arabic and will be spending her summer in Morocco immersed in Arabic culture. Humes is also a first-year student in the Gatton Academy.
TheDepartment of Modern Languagesat WKU offers two years of Arabic courses. Courses are taught by Khaldoun Almousily, a native of Jordan, and a new Fulbright Language Teaching Assistant each year, giving students exposure to different dialects and the opportunity to delve deeper into cultural differences.
“Charlotte is an outstanding student who has dedicated herself to her academic pursuits. She has been one of the highest achieving students and is quick to grasp new material. Her proven abilities demonstrate that she truly is a worthy recipient of this prestigious scholarship,” Almousily said.
Humes, whose studies at the Gatton Academy are focused on chemistry, said that while other opportunities presented themselves that would advance her as a scientist, she felt that her participation in NSLI-Y would make her a better person.
“NSLI-Y is only one part language; it’s also one part culture. I will have the chance to learn about a whole new side of the world, to grow in understanding of their way of life. The program is very dedicated to broadening the global perspective of students they send,” Humes said.
The opportunity to volunteer in Morocco during the program also interested Humes.
“I believe I am most looking forward to these service opportunities; there have been many chances for community service offered to participants in past years, and the thought of being able to help others while there is immensely exciting,” she said.
About the Chinese Flagship:The WKU Chinese Flagship, one of nine Chinese Flagships in the United States, is sponsored by a federal grant through the National Security Education Program. The Language Flagship is a national initiative to create global citizens by bringing students to the professional, or superior, level of proficiency in any discipline. Students in the WKU Chinese Language Flagship program take intensive Chinese language courses each semester throughout their undergraduate career and participate in multiple funded overseas opportunities. Contact: Melinda Edgerton, (270) 745-5043 begin_of_the_skype_highlighting(270) 745-5043end_of_the_skype_highlighting
About the Gatton Academy:The Gatton Academy offers a residential program for bright, highly motivated Kentucky high school students who have demonstrated interest in pursuing careers in science, technology, engineering and mathematics. Sixty students each year are admitted to the program through a competitive process. Instead of spending their junior and senior years in traditional high schools, students enroll in the Gatton Academy and live in a uniquely dedicated residence hall. The goals of the Gatton Academy are to enable Kentucky’s exceptional young scientists and mathematicians to learn in an environment that offers advanced educational opportunities and to prepare them for leadership roles in Kentucky. At the end of two years, Gatton Academy students will have earned at least 60 college credit hours in addition to completing high school. Contact: Corey Alderdice, (270) 745-6565 begin_of_the_skype_highlighting(270) 745-6565end_of_the_skype_highlighting
Office of Scholar Development:TheOffice of Scholar Developmentis committed to helping students on all WKU campuses and in all majors and degree programs develop the vision, experience and skills to be independent, engaged scholars. OSD welcomes the opportunity to work with students interested in applying for international scholarships. Contact: Dr. Audra Jennings, (270) 745-5043 begin_of_the_skype_highlighting(270) 745-5043end_of_the_skype_highlighting.
Contact: Audra Jennings or Melinda Edgerton, (270) 745-5043 begin_of_the_skype_highlighting(270) 745-5043end_of_the_skype_highlighting.
