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Recent graduates of the Carol Martin Gatton Academy of Mathematics and Science in Kentucky saw improvement in ACT scores from their junior to senior year of study in the program.

On Wednesday, the Kentucky Department of Education announced the results of the 2009 ACT for all public schools. Gatton Academy students outpaced their peers, receiving an average composite score of 29.0 out of 36 possible points on the exam — a score 9.6 points ahead of the statewide average.

The ACT, which assesses English, reading, mathematics and science and is scored on a scale of 1 to 36. This is the first year in which all graduating Kentucky seniors are estimated to have completed the exam.

In the individual subjects, Gatton Academy students scored an average of 29.1 in English, 29.1 in mathematics, 29.0 in reading and 28.4 in science.

Academy Administrators were most excited about the steady increase of scores by 2.5 points from students’ admission to the program in 2007 to their graduation in May.   The Class of 2009 scored an average composite of 26.5 upon admission to the program in March 2007 and later increased their scores to 28.3 in March 2008.

Dr. Christopher “Pokey” Bowen, assistant director for counselor services, contributed part of the increase to student’s familiarity with the exam.  “I believe it shows that our students really get exposed to relevant material through the Academy’s curriculum, which enables our students to apply this knowledge when taking the ACT,” Bowen noted.  “Students also become more exposed to the ACT format through practice exams and review sessions.”

Bowen also expressed pride in the students’ work ethic and resolve that played in role in increased scores.   “These elements really increase our student’s self confidence, which ultimately helps them have an increased positive experience with the ACT exams,” Bowen said.  “This 2.5 point average increase in less than two years, really helps them increase their scholarship and college/university options.  It’s not just about the score.  It is really about the process and growth that a student is exposed to, teaching our students that if you work hard, if you put in the time, there will be a positive result.”

For more information, contact Corey Alderdice at 270-745-6565.

Press Release from the Kentucky Department of Education

The number of public high school graduates taking the ACT increased by more than 14,000 from 2008 to 2009, the Kentucky Department of Education and the Council on Postsecondary Education announced today.

This is the first year in which ACT, Inc. has provided Kentucky with separate scores for public school students for the national data release. The number of Kentucky public school students whose scores are presented in this data was 41,099, a significant increase from 2008’s 26,610. This increase is due in part to the requirement that all public school 11th graders participate in the ACT. To compile information for the release of graduating class data, ACT, Inc. used students’ scores from the last time they took the test, and many public school 11th graders in Kentucky did not take the ACT again as 12th graders.

The 2009 composite for Kentucky public school students is 19.1, compared to 2008’s composite of 20.6. Nationally, the 2009 composite score was 21.1, the same as that for 2008. The national composite score includes both public and non-public school test-takers.

ACT indicates that a larger pool of test-takers tends to lead to lower overall scores.

2005

2006

2007

2008

2009

KY PUBLIC SCHOOL GRADUATES

38,124

38,524

39,666

41,262

N/A

(Final data is unavailable at this time.)

KY PUBLIC SCHOOL STUDENTS TESTED

25,087

24,930

25,988

26,610

41,099

PERCENT OF GRADUATES TESTED

65.8%

64.7%

65.5%

64.5%

100% (expected)

ENGLISH AVERAGE SCORE

19.7

20.0

20.0

20.2

18.3

MATHEMATICS AVERAGE SCORE

19.6

19.8

19.9

20.0

18.7

READING AVERAGE SCORE

20.7

20.9

21.0

21.3

19.4

SCIENCE AVERAGE SCORE

20.3

20.4

20.5

20.6

19.4

COMPOSITE

20.2

20.4

20.5

20.6

19.1

“The good news is that we now have identified hundreds of additional students who, in previous years, would not have been identified as having college aspirations,” said Education Commissioner Terry Holliday. “Our goal is to prepare ALL of our children for career and postsecondary work. While we have work to do, the alignment of Senate Bill 1, Race to the Top and numerous other Kentucky reform efforts are now focused on the right stuff – preparing children for their future, not our future.”

“These test results emphasize the importance of Senate Bill 1,” said Robert King, president of the Council on Postsecondary Education. “SB1 compels a critical partnership between P-12 and higher education for the purpose of increasing the number of young people who attend college, persist and earn a degree.”

Senate Bill 1, passed in the 2009 session of the Kentucky General Assembly, calls for a complete revision of the state’s assessment and accountability system for public schools. The bill’s provisions include a revision of academic standards to be based on national and international benchmarks with the goal of increasing the rigor and focus of subject-area content.

The overall ACT Assessment consists of tests in four areas: English, mathematics, reading and science reasoning. ACT, Inc. recommends that college-bound students take four or more years of English; three or more years of mathematics (including Algebra 1, Algebra 2 and geometry); three or more years of social studies; and three or more years of natural sciences. ACT, Inc. defines specific courses in these areas. Kentucky’s graduation requirements define four credits in English; three in mathematics; three in social studies; three in science; one in history and appreciation of visual and performing arts; and one-half each in health and physical education.

ACT, Inc. developed College Readiness Benchmarks in English, mathematics, science and reading, with research indicating that students who reach those have a 50 percent chance of obtaining a B or higher or about a 75 percent chance of obtaining a C or higher in the corresponding credit-bearing college course. The benchmark scores are:

§  18 or higher on the ACT English Test

§  22 or higher on the ACT Mathematics Test

§  21 or higher on the ACT Reading Test

§  24 or higher on the ACT Science Test

Percentages/Numbers of Kentucky Public School Students

Meeting ACT College Readiness Benchmarks

ENGLISH

MATHEMATICS

READING

SCIENCE

ALL FOUR

%

#

%

#

%

#

%

#

%

#

2005

63%

15,805

31%

7,777

47%

11,791

21%

5,268

15%

3,763
2006

65%

16,204

32%

7,978

49%

12,216

22%

5,485

17%

4,238
2007

66%

17,152

33%

8,576

49%

12,734

23%

5,977

17%

4,418
2008

66%

17,563

33%

8,781

51%

13,571

24%

6,386

18%

4,790
2009

52%

21,371

24%

9,864

39%

16,029

18%

7,398

13%

5,343

Some of the drops in percentages of Kentucky public school students meeting the benchmarks can be attributed to the larger population of students who took the ACT and to some students’ status as 11th graders who have not yet completed all of the credits necessary for graduation.

Many Kentucky colleges and universities use ACT scores to inform admissions decisions and to place students in appropriate college courses. ACT scores also are used, along with high school grade point averages, to determine the amount of money high school graduates are eligible to receive through the Kentucky Educational Excellence Scholarship program.

In comparing Kentucky with the nation, the widest gaps in performance among students were in overall English and mathematics scores (2.3 points), and the smallest was in science (1.5 points).

Kentucky’s African-American public school students’ average composite score was 0.6 points lower than the national average for African-American students. At both the national and state levels, the gap between the performance of African-American and white students persisted.

AVERAGE KENTUCKY PUBLIC SCHOOL ACT COMPOSITE SCORES BY ETHNICITY — 2005-2009

2005

2006

2007

2008

2009

#

Score

#

Score

#

Score

#

Score

#

Score

African American

1,969

16.9

2,043

17.1

2,127

17.0

2,278

17.4

3,622

16.3

American Indian

94

20.1

69

19.4

75

18.9

84

19.2

679

15.8

Asian

354

22.2

330

22.2

353

21.9

336

22.5

507

21.1

Hispanic

265

19.1

332

19.4

357

18.9

389

19.6

937

17.1

White

21,146

20.5

20,524

20.7

20,940

20.8

22,169

20.9

31,891

19.6

Other/No Response

1,259

20.1

1,632

20.5

2,136

20.8

1,354

21.1

3,463

17.8

The composite score gaps between public school males and females of all ethnic groups in Kentucky were minimal in most subjects, with males posting a composite score of 19.0 and females a score of 19.2. On ACT, which offers only multiple-choice questions, males tend to outscore females in mathematics and science, and females tend to outscore males in English and reading.

Kentucky is one of only a few states that has implemented the Educational Planning and Assessment System (EPAS) from ACT, Inc. and, through 2006’s Senate Bill 130, administers the ACT to all public school juniors. The state assesses public school 8th graders using the EXPLORE test and assesses public school 10th graders with the PLAN test through EPAS.

The 2009-10 school year isn’t even under way and yet we’re excited to announce several of the cities and sites Gatton Academy students will visit during our January 2010 Winter Term program in Greece. From January 2-13, 2010, Gatton Academy students will explore the cities, culture, and history of Greece. Further details will be announced in the coming days, so check back soon. The Greece Experience marks the third consecutive travel/study program facilitated by the Gatton Academy. Students traveled to Spain and Portugal in 2009 and Italy in 2008.

Meteora, Greece
Meteora, Greece

Meteora

Meteora is an area in Thessaly (Central Greece) and Kalampaka is the city under the rock towers of Meteora. The thing that makes Meteora so special is the monasteries on the top of the rock towers. The monasteries, the amount of peaks to climb and the paths for hiking brings in Meteora the whole year many tourists.

The monasteries are built on rock pinnacles of deltaic origin, called ‘Meteora’, rising over 400m above the Thessalian plain.  The pinnacles were created some 60 million years ago in the Tertiary period, emerging from the cone of a river and further transformed by earthquakes. The pillars are of brown sandstone.  The Meteora Group of Monasteries comprises the following monasteries: Ascension of Jesus Christ; Transfiguration of the Saviour; Varlaam, Saint Nikolas Anapafsas; Roussanou; Holy Trinity; and Saint Stephan. These are built directly on the rock’s surface without foundations as such. Religious life, starting in the form of hermits dwellings, can be traced to around 1,000 AD. The first monastic community emerged in the 14th century, and was most successful during the 15th and 16th centuries. By the 17th century, the monastic population had dwindled to one-third of its original size. The site was bombed during World War II and many art treasures stolen. Details of the history of individual monasteries are available in the World Heritage nomination. The monasteries represent a unique example of monastic life since the 14th century.  Since 1972 the monasteries have been restored and conservation work is carried out annually by specialists, including archaeologists, restorers, craftsmen and laborers. A variety of methods are used in the conservation work. The monasteries lie in an area within which different types of building work is prohibited or limited.

Vergina, Greece
Vergina, Greece

Vergina

A highly important ancient city, certainly to be identified with Aegae, the first ancient capital of the kingdom of Macedonia, spreads over the low hills in the northern slopes of’ the Pierian range, between the modern villages of Palatitsia and Vergina. This city was the most important urban center in the region until the 4th c. BC. Here were to be found the ancestral sanctuaries of the Macedonians, and the palaces and the tombs (with their famous treasures) of the Argead dynasty, which traced its origins to the mythical hero Heracles and gave Greek history its most captivating figure, Alexander the Great.

Archaeologists were interested in the hills around Vergina as early as the 1850s, knowing that the site of Aigai was in the vicinity and suspecting that the hills were burial mounds. Excavations began in 1861 under the French archaeologist Leon Heuzey, sponsored by the Emperor Napoleon III. Parts of the Macedonian royal palace of Palatista were discovered. In 1937, the University of Thessaloniki resumed the excavations. More ruins of the ancient palace were found, but the excavations were abandoned on the outbreak of war with Italy in 1940. After the war the excavations were resumed and during the 1950s and 1960s the rest of the royal capital was uncovered. The Greek archaeologist Andronikos became convinced that a hill called the “Great Tumulus” concealed the tombs of the Macedonian King.

Veria
Veria, Greece

Veria (BEREA)

The capital city of the prefecture amphitheatrically built at the foot of Vermion Mountain. Forests and fruit-tree plantations thrive in the rainy climate of the area and the remains of historic and prehistoric agricultural settlements are evident. it is believed was named after Feronas, a general in the army
of Alexander the Great.  The city’s golden age was during the 13th century and the subsequent economic and commercial activity resulted in the significant cultural and spiritual growth of the city. Christianity has a vulnerably long history here.  Saint Paul preached in Veria (Acts 17: 1-13 of the New Testament) on two occasions, and a gaudy alcove shrine at the base of Mavromikhali marks the supposed spot of his sermons. But the town is more famous for fifty or so small medieval churches, mostly sixteen to eighteen century.

Thessaloniki
Thessaloniki, Greece

Thessaloniki

Thessaloniki is undoubtedly the center not only of northern Greece but of the entire Balkans -as it has been since the time of the birth of Christ. It is an administrative and commercial center with its own distinctive intellectual and artistic personality, and it serves as a major cosmopolitan crossroads whose cultural influence is far-reaching. Thessaloniki is one of the oldest cities in Europe and it is also the second- largest city in Greece, after Athens, which is why Greeks often refer it as the country’s “co-capital”. The wealth of its surviving monuments has made it a living Byzantine art museum.

Delphi
Delphi, Greece

Delphi

Delphi was considered by the ancients to be the physical and spiritual center of the earth.  The shrine of Apollo, set nearly 2,000 feet up on the slopes of Mount Parnassus, exerts today a potent grip on the visitor. Here was the most respected oracle of antiquity.  Even the most intelligent individuals who lived during the brilliant civilization of Athens believed implicitly in the responses of the god. These were given by the inspired priestess Pythia and were interpreted, usually with an ambiguous touch, by the priests.  The site is breathtaking and the view from the top, down to the blue waters of the Gulf of Corinth, is spectacular.  The drive will take guests by the sacred Castalian spring and close to the ancient site of Apollo’s sanctuary.  Guests will then walk the sacred way, visiting the treasuries, the place of offerings, the Grand Temple of Apollo and the theater, with its splendid acoustics.

The Museum is housing many treasures.  Omphalos, which marked the center of the world and the Charioteer, one of the finest pieces surviving from the fifth century B.C. are among the many wonders housed in the museum.

Ancient Olympia
Ancient Olympia, Greece

Ancient Olympia

Olympia Greece was the site of the ancient Olympic Games, which were celebrated every four years by the Greeks. Olympia was situated in a valley in Elis, in western Peloponnisos (Peloponnesus), through which runs the Alpheus River. It was not a town, but only a sanctuary with buildings associated with games and the worship of the gods. Olympia was a national shrine of the Greeks and contained many treasures of Greek art, such as temples, monuments, altars, theaters, statues, and votive offerings of brass and marble. The Altis, or sacred precinct, enclosed a level space about 200 m (about 660 ft) long by nearly 177 m (nearly 580 ft) broad. In this were the chief centers of religious worship, the votive buildings, and buildings associated with the administration of the games.  The most celebrated temple was the Temple of Zeus, dedicated to the father of the gods. In this temple was a statue of Zeus made of ivory and gold, the masterpiece of the Athenian sculptor Phidias. Next to the Temple of Zeus ranked the Heraeum, dedicated to Hera, the wife of Zeus. In this temple, probably the oldest Doric building known, stood the table on which were placed the garlands prepared for the victors in the games. The votive buildings included a row of 12 treasure houses and the Philippeum, a circular Ionic building dedicated by Philip II, king of Macedonia, to himself. Outside the Altis, to the east, were the Stadium and the Hippodrome, where the contests took place; on the west were the Palaestra, or wrestling school, and the Gymnasium, where all competitors were obliged to train for at least one month.The Archaeological Museum of Olympia, one of the most important museums in Greece, presents the long history of the most celebrated sanctuary of antiquity, the sanctuary of Zeus, father of both gods and men, where the Olympic games were born. The museum’s permanent exhibition contains finds from the excavations in the sacred precinct of the Altis dating from prehistoric times to the Early Christian period.

Corinth Canal

In the connection of continental Greece and Peloponnese, the Isthmus of Corinth cut by the famous canal of the same name, separates the Gulf Saronique of the Gulf of Corinth. 6343 meters long, 24.60 meters wide, the canal possesses walls achieving 79.50 meters in height the highest point.

Epidavrus Theater

The theater was constructed in the late 4th century BC. Originally it had 34 rows and was used for dramatic performances. The Romans added another 21 rows. Even in ancient times, the theater was considered to have great acoustics. The actors can be perfectly heard by all 15,000 spectators without the sound having to be amplified. The limestone rows filter the low-frequency sounds –such as the murmur of the crowd – but amplify the sounds from the stage.  It still is one of the most beautiful open-air theaters. The view behind the scene was and still is an  integrated part of the theater. The theater was discovered in 1970 and the excavation began in 1972.

Mycenae
Mycenae, Greece

Mycenae

High above the modern town of Mycenae are the ruins of an ancient city. The ruins of Ancient Mycenae date back to the second millennium B.C. Though most of the original city state has been destroyed over time, parts of the Acropolis that overlooked a fertile plains still remain. The Acropolis sits atop an impressive mountain and is flanked on either side by taller mountains forming a very formidable fortification for the site, as well as a very scenic view . The Lions Gate is the main entrance into the city. The lions, with their front paws on an alter of some sort was suppose to represent the mycenaean’s power. The entrance to the Treasury of Atreus at Mycenae is actually a circular tomb or tholos.

Athens
Athens, Greece

Athens (City Tour & the Acropolis)

Tour starts with a sightseeing of the main points of interest in Athens, both ancient and modern, of Athens. Guests have the opportunity of viewing from inside the bus Constitution square, the former Royal Palace, where the Evzones, members of the National Guard, keep watch in their traditional costume over the Tomb of the Unknown Soldier. Guests will have a quick stop at the Panathenaeum Stadium holding 70,000 spectators was built of Pentelic marble in 1895 for the first modern Olympic Games. Will then pass by the National Gardens and then along University Street with its neoclassical buildings, the Academy, the University and the Library, to Omonia Square, the centre of the modern city.

Upon completion of the city tour, guests will continue with the site of the Acropolis.  On the natural fortress of the Acropolis, reinforced by the hand of man, stand the Propylaea, the temple of the Winged Victory, Erechtheion with the Porch of the Caryatids and, towering over all, and the majestic Parthenon.  A winding path leads to the treasure of antiquity. Visible are the relics of the civilization of which we are the proud inheritors.  From the top guests can see to the North Plaka quarters and the ancient Agora; to the East, Mount Lycabettus; to the South, the theater of Dionysus. This is where the tragedies of Aeschylus, Sophocles and Euripides were performed. Here also stands the Odeon of Herodes Atticus, which is used today in the Summer Festival.

Athens (The National Archaeological Museum) –

The National Archaeological Museum is the largest museum in Greece and one of the world’s great museums. Although its original purpose was to secure all the finds from the nineteenth century excavations in and around Athens, it gradually became the central National Archaeological Museum and was enriched with finds from all over Greece. Its abundant collections, with more than 20,000 exhibits, provide a panorama of Greek civilization from the beginnings of Prehistory to Late Antiquity. The museum is housed in an imposing neoclassical building of the end of the nineteenth century, which was designed by L. Lange and remodeled by Ernst Ziller. The vast exhibition space – numerous galleries on each floor accounting for a total of 8,000 square metres – house five large permanent collections: The Prehistoric Collection, which includes works of the great civilizations that developed in the Aegean from the sixth millennium BC to 1050 BC (Neolithic, Cycladic, Mycenaean), and finds from the prehistoric settlement at Thera. The Sculptures Collection, which shows the development of ancient Greek sculpture from the seventh to the fifth centuries BC with unique masterpieces. The Vase and Minor Objects Collection, which contains representative works of ancient Greek pottery from the eleventh century BC to the Roman period and includes the Stathatos Collection, a corpus of minor objects of all periods. The Metallurgy Collection, with many fundamental statues, figurines and minor objects. And, finally, the only Egyptian and Near Eastern Antiquities Collection in Greece, with works dating from the pre-dynastic period (5000 BC) to the Roman conquest.

The New Acropolis Museum
The New Acropolis Museum

Athens (The New Acropolis Museum)

History – General Information

The New Acropolis Museum is a purpose built museum by architect Bernard Tschumi to house the archaeological findings related to the Acropolis Hill in Athens. It is located at the foot of the Acropolis. The construction of the Museum started in November 2004. As construction work neared completion, an operation to move the historic artifacts for a 400 meters distance from the Acropolis rock to the new museum started on October 14, 2007, involving three giant cranes.  The movement of the artifacts to from the top of the Hill was called the Transfer of The Century.  The Museum will exhibit approx. 4,000 artifacts.  The overall budget of the Museum’s construction was 130 million of Euros.

The Concept

The design is about the clarity of an exhibition route expressed through three materials – marble, concrete, and glass. The museum, with its exceptional and significant collection of classical Greek sculpture, will be arguably one of the most advanced in the world.

Blue Sky: A Concept of Light

More than in any other museum, the New Acropolis Museum makes careful use of natural light.

People in Motion: A Concept of Circulation

The visitor’s route through the museum forms a clear three-dimensional loop. Movement in and through time, is an important aspect of this museum in particular. With more than 10,000 visitors daily, the path through the museum artifacts is designed to be of the utmost simplicity.

A Base, A Middle, and A Top

The base of the museum design ‘hovers’ over the existing archaeological excavations on pilotis.  This level contains the entrance lobby as well as temporary exhibition spaces, retail space, and all support facilities. The middle is a large, double-height, trapezoidal hall that accommodates all galleries from the Archaic period to the Roman Empire. A mezzanine level includes a bar and restaurant with views toward the Acropolis, and a multimedia auditorium. The top comprises the rectangular Parthenon Gallery arranged around an indoor court.

Chinese Language FlagshipIn today’s competitive global economy, U.S. undergraduate and graduate students are under increasing pressure to gain skills that set them apart from the rest of the pack upon graduation.

The Language Flagship, an innovative and relatively new initiative established  by the National Security Education Program, has scholarship and fellowship awards available to students with the motivation and determination to successfully complete an advanced language immersion and cultural studies program.

Western Kentucky University was selected earlier this year as of eight funded programs in the United States to receive the honor.  Other universities participating in the program include: Indiana University, Ohio State, Brigham Young University, Arizona State University, University of Rhode Island, University of Oregon, and the University of Mississippi.

Additionally, six Gatton Academy students have been selected to participate in the program’s first cohort: Jared Mink, a second-year student from Laurel County; Megan Stulz, a second-year student from Kenton County; Amy Cordero, a second-year student from Pike County; Jason Ludden, a second-year student from Adair County; Sarah Schrader, a first-year student from Warren County; and Ben Venable, a first-year student from Oldham County.

By enrolling students from across all majors and disciplines—including the sciences, economics, business, and literature—Flagship programs mainstream language study into a student’s curriculum, ensuring that they will be capable of functioning in their profession in the target language. A U.S. workforce with language proficiency and more sophisticated cultural understanding will create goodwill leading to greater international cooperation and collaboration.

According to Michael Nugent, director of the initiative based in Arlington, VA, “Graduates of The Language Flagship already have started taking their place among the next generation of global professionals through superior proficiency in languages critical to U.S. competitiveness and national security.” In fact, alumni of the program now work in key leadership and diplomacy positions in the government, business, and civic sectors.

For many careers pursued by top college graduates today, it’s not enough to study political science coupled with two years of language instruction that may not have direct relevance to the student’s major.  Today’s professionals need to be able to function at a high level in their chosen fields as well as in their language of study. To meet this need, Flagship programs include intensive language training with long-term overseas study in a non-language subject.

According to WKU’s Office of Scholar Development, these programs are rigorous but rewarding and come with highly personalized advising and lucrative scholarships.  Moreover, participation in the program can increase students’ competitiveness for outstanding jobs in both government and industry.

All of the Flagship programs include two components: a domestic component at one of the U.S. Flagship institutions, and an intensive study abroad component at the Overseas Flagship Centers in China.   Both components are mandatory and essential to student success.

Holly MitchellNext up in our “Five Questions” series is a chat with Holly Mitchell, a Class of 2010 member from Mercer County.  Like several Gatton Academy students this summer, Mitchell participated in research with the WKU Department of  Geography and Geography.  The Academy is excited to have a strong partnership with this and several other departments on campus.  If you have been keeping up with our 5Qs in recent weeks, you’ll quickly see how rewarding the summer experiences can be.

1. Tell us a little about the project or program in which you participated.

I worked with Dr. May of the WKU Geology Dept, characterizing Mississippian-Pennsylvanian stratigraphy of the Shanty Hollow area. More specifically, we examined an incontinuity – or hole – in the rock formation from two separate sites. We generated an image of the ancient rock structure, quantifying the physical traits of the surface, measuring radioactivity, and using Strat Gen software to connect our data from the two sites.

2. What part of the summer experience did you enjoy the most?

I liked hiking as a part of my work. Also, the word fossiliferous: I must use it again, someday.

3. How is this different from the way you think most high school students spend their summers?

For the duration of my research, at least, I was not dancing in the woods at Camp Piomingo, tanning, working at Dairy Queen, vacationing the shores of  Naples, cow tipping, whatever the average Kentucky teen does in July. My research was like a combination of class and wilderness tour, but better in that digging was permitted.

4. How does this research experience or internship fit into your educational and professional goals?

I am leaning toward environmental studies as part of an interdisciplinary major. Learning about the planet in any fashion informs me so that I may take a more holistic approach to study and work.

5. What are you looking forward to the most about your second year at the Academy?

The release of Blake Butler’s Scorch Atlas, the possibility of trips to the farmers’ market this year, the Green Club’s second stretch, Where the Wild Things Are, taking Biological Anthropology at last, new kids, new languages (maybe): it will happen.

Luke AkridgeLuke Akridge, an Honors College student and Gatton Academy alumnus from Woodford County, attended and gave a presentation at the 2009 Bridges Conference in Banff, Alberta, Canada, July 26 – 30, 2009.

His presentation, “Using Works of Visual Art to Teach Matrix Transformations,” with Rachel Bowman, Peter Hamburger, and Bruce Kessler, centered on  a project he and Bowman began in Dr. Hamburger’s Linear Algebra class in the Fall 2008 semester.  The exploration uses Mathematica code written by Dr. Kessler to explore the effects of different types of matrix transformations on points in the plane by applying the transformations to commonly-recognizable works of art.

Luke was the only undergraduate student to present at the conference.

The refereed paper of this work was published in the conference proceedings. A preprint of the paper can be downloaded at works.bepress.com/bruce_kessler/9/.

Luke’s travel was supported by the Honors College, Ogden College of Science & Engineering, and the Department of Mathematics.

Gatton Academy Students Shine in State ACTStudents at Western Kentucky University’s Carol Martin Gatton Academy of Mathematics and Science in Kentucky made significant gains on the state-required American College Test (ACT).

As mandated by state law, all of Kentucky’s public school juniors participate in the ACT, which assesses English, reading, mathematics and science and is scored on a scale of 1 to 36. This is the second year the test has been required for juniors.

On Monday, the Kentucky Department of Education announced the results of the March 2009 ACT for all public schools. Gatton Academy students outpaced their peers, receiving an average composite score of 29.9 out of 36 possible points on the exam — a score 11.7 points ahead of the statewide average.

View Full Results of the March 2009 ACT by District

In the individual subjects, Gatton Academy students scored an average of 29.9 in English, 30.4 in mathematics, 30.3 in reading and 29.0 in science.

Academy administrators were pleased with the improvement in scores between the 2008 and 2009 tests. The average composite score increased by 1.6 points, while the average math score increased by 1.8 points.

Corey Alderdice, assistant director for admissions and public relations, said the increase hints at the growing quality of students studying at the Gatton Academy.

“We are pleased that students are increasingly looking at the Gatton Academy as a place not only to challenge themselves but also learn alongside some of their most gifted and motivated peers from across Kentucky,” Alderdice said. “This test is, in many ways, the midpoint of their experiences during their two years at the Academy. We look forward to the great accomplishments of these students in their senior year and as they become future leaders for the commonwealth.”

The exceptional scores come as no surprise to Tim Gott, director of the Gatton Academy.

“When a program draws from many of the state’s most outstanding students, there is the expectation that their scores will be equally impressive,” Gott said. “This is a strong reflection of the caliber of gifted students from across Kentucky and their educational experiences to this point.”

Alderdice 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 these students intend to pursue advanced careers that require substantial study in math and science, we are pleased to know these students are growing as problem-solvers and critical thinkers, skills that are crucial to a 21st century economy.”

Statewide, the 43,511 public school juniors taking the exam received an average composite score of 18.2. In the individual subjects, students scored an average of 17.3 in English, 18.2 in mathematics, 18.4 in reading, and 18.5 in science.

Gott is 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,” Gott said. “We are excited that districts are partnering with us to provide appropriate challenges while helping students grow academically and socially.”

More WKU news is available at www.wku.edu and at http://wkunews.wordpress.com/. If you’d like to receive WKU news via e-mail, send a message to WKUNews@wku.edu.

For information, contact Corey Alderdice at 270.745.6565.

Snell Hall

The following is a story from the WKU Office of Media Relations.

The transformation of Western Kentucky University’s science campus is continuing as snellconstruction of the new Snell Hall nears completion.

The five-story, $24 million facility will open next month for fall 2009 semester classes. Snell Hall will house classrooms, lecture rooms, instructional labs and research labs for chemistry, biology and computer science departments.

“We’re a few weeks away from students entering these labs and classrooms,” said Dr. Blaine Ferrell, dean of WKU’s Ogden College of Science and Engineering. “Everyone is excited about moving in.”

Ogden College has more than 2,000 students in its programs plus hundreds of other WKU students taking general education classes, Dr. Ferrell said. He expects enrollments to increase thanks to the state-of-the-art facilities.

“This building will provide a great working environment. We like our students to get hands-on experience and become professional scientists,” Dr. Ferrell said. “We want to get more students excited about science, technology, engineering and math and this building will help that.”

The building was designed by Taylor Whitney Architects; the contractor is Abel Construction.

The new Snell Hall also has display cases built in where memorabilia and photographs from the original Ogden College campus and Snell Hall will be exhibited. The first floor will include a student lounge and DaVinci’s, a cafe open for breakfast and lunch.

Members of WKU’s Board of Regents will tour the building as part of their meeting on July 31.
Snell Hall is connected to Thompson Complex Central Wing, which will allow faculty and students to easily move between the two buildings.

“I don’t think I can convey what a shot in the arm this facility is for Ogden College and WKU,” Dr. Ferrell said.
With Snell Hall and the Complex for Engineering and Biological Sciences (which was completed in 2004), “we’ve changed the face of the Ogden campus,” Dr. Ferrell said.

But those aren’t the only changes. Renovation of Science and Technology Hall is progressing and should be complete by 2010. STH will house the mathematics department and the Ogden College dean’s office.
Additional renovation projects are planned for Thompson Complex Central Wing and Thompson Complex North Wing.

More WKU news is available at www.wku.edu and at http://wkunews.wordpress.com/. If you’d like to receive WKU news via e-mail, send a message to WKUNews@wku.edu. Ferrell.

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Tyce Hodges, a Gatton Academy Class of 2009 graduate from Somerset, has been named a National Merit Scholarship winner.  

Hodges is one of forty-five Kentucky high school seniors who are among 2,000 winners of National Merit Scholarships from across the United States. 

Each will receive $500 to $2,000 annually for up to four years of undergraduate study at the college financing the scholarship.

Additional National Merit Scholarship winners from across the Commonwealth include:

Louisville-area winners, listed by high school (all are from Louisville unless otherwise noted):

Atherton: Ethan S. Walker-Seim.

Manual: Kelsey L. Hall, Laura K. Henry, James M. Huddleston, Lisa I. Neumann, Ramapriya Rangaraju and Nancy R. Zhang.

North Oldham: Joshua H. Rosenberg, of Prospect.

Oldham County: Andrea E. Atkin and Elizabeth M. Schaller, both of La Grange.

Sacred Heart: Elizabeth A. Otting.

St. Xavier: Francis X. McNamara.

Trinity: Christopher W. Hayes.

Winners from outside the Louisville area (listed by hometown):

Bowling Green: Clayton T. Crocker, Bowling Green High School.

Corbin: Deron L. Johnson, Corbin High School.

Corydon: Emily A. Naas, Henderson County High School.

Covington: David C. Mettens, Scott High School.

Crescent Springs: Christian J. Williams, Beechwood High School.

Danville: Andrew C. Taylor, McCallie School.

Elizabethtown: Joseph R. Swartz, John Hardin High School.

Erlanger: Katherine E. Hayes, Villa Madonna Academy.

Fort Mitchell: Peter L. Bradley, Beechwood High School.

Georgetown: Adam G. Tucker, Scott County High School.

Greenup County: Izaak P. Bruce, home school.

Henderson: Cassie L. Caudill, Henderson County High School.

Lawrenceburg: Dylan F. Reaves, Anderson County High School.

Lexington: Tessa M. Cavagnero, Paul Laurence Dunbar High School; Alexander E. Dutch, Jared M. Gibson and Daniel P. Richey, Henry Clay High School; Brittany P. Fenner, Evan T. Shirley and Qing Xie, Lafayette High School; John M. Jansen, Lexington Catholic High School.

Madisonville: Alexy S. Lake, Madisonville North Hopkins High School.

Morehead: Robert L. Morrison, Rowan County High School.

Mount Vernon: John R. Lambert, Rockcastle County High School.

Prestonsburg: Elizabeth R. Davis, Piarist School.

Richmond: Robert E. Carter, Lexington Catholic High School; Jamie E. Farrar, Model Laboratory School.

Verona: Alexandra B. Farrell, Walton–Verona High School.

Versailles: Charles S. Fieseler, Lexington Catholic High School.

Williamsburg: James D. Williams, Williamsburg High School.

Wilmore: Lyman R. Stone, West Jessamine High School.

Information in this story originally appeared in the June 13, 2009, edition of The Courier-Journal.

The following story and video originally appeared on WBKO-DT 13 in Bowling Green, KY as part of the station’s weekly “View from the Hill” segment.

Six Gatton Academy Class of 2011 members are attending the camp: Anthony Bombik, Anthony Bates, Suzanne VanArsdall, Taylor Harbin, Michael Bowie, and Corban Coffman.

More than 200 of the nation’s brightest students are spending part of their summer getting even smarter at Western Kentucky University.

VAMPY stands for Verbally And Mathematically Precocious Youth.

It’s been around for 26 years, and students say they can’t get enough of it.

So what is it about VAMPY camp that seventh through tenth graders love?

For six hours every day, students find themselves in classrooms – for example one class is forensic chemistry, where every day they try to solve a crime scene.

Center for Gifted Studies Director Julia Roberts started the camp in 1984 as Duke University’s very first cooperative program.

The camp has grown from 40 students the first year, to 215 in 2009.

This will be Hallie Bates last year to attend VAMPY, and she says it’s both the knowledge and the friendships that make it so special.

“The best thing? I’m not sure if it’s the classes or the friendships. Both of my brothers came here, and are still friends even though they are about to graduate college.”

VAMPY, which wraps up next week, is also the perfect venue to tout Kentucky’s prestigious Carol Martin Gatton Academy of Math and Science on WKU’s campus.

The Gatton Acadamy was recently listed on Newsweek’s 2009 list of the Public Elites.