One of the challenges of coming to Gatton is staying connected with your family. Every student is different, with different attitudes toward how much they want to communicate with their family. For me, staying close to them was a huge priority.
I was born into a big family, having three older siblings. As I got older, that family grew, and I now have three younger siblings as well. I attribute everything about myself to my family, as they have shaped me into the person I am today.
TIPS FOR STAYING CLOSE TO YOUR FAMILY:
Get comfortable sharing about yourself! Whether you see your family in person or are on a phone call with them, you will get the classic, “What have you been up to?” question. Don’t shy away from it! Your family wants to hear from you!
Have the tough conversation(s) with your family. The easiest grounds for frustration come from a lack of communication on how much you want to communicate. Your parents may have their own expectations for communication that may not line up with yours.
Remember the big things…. Your family members will be so touched if you remember birthdays and anniversaries, so be sure to reach out at these times. Bonus points for grandparents.
…and ask about the small things! One of the hardest things about being away from your family is missing out on the small moments. While nothing replaces being with your family for these, make sure to ask about them, whether it be a younger sibling’s soccer game or the puzzle your dad is working on.
Set aside time for your family during closed weekends. Closed weekends are tough. Some Gatton students drive as many as 10 hours in one weekend to get home and back, while others live in Bowling Green. Either way, going home can be draining, so allow yourself a little bit of time to breathe, and then spend time with your family! The impulse is to spend time with our friends, and while that’s important, you’ll be with your family forever.
Be merciful with your younger siblings. There’s nothing like getting home after weeks of being in a new place and sleeping in your own bed for the first time only to be woken up by a five-year-old jumping on top of you. True story. Know that these moments where we find ourselves wanting to rip their heads off are moments to count to ten and smile because we have siblings that want to spend time with us.
Be active in the family group chat, and if you don’t have one, start one! Whether it’s talking about my brother’s garage band, my little sister stealing my mom’s phone to send emojis, or my dad complaining about large diet cokes no longer being $1 at McDonald’s, this group chat has been a huge source of small smiles throughout the day for me. It helps me feel connected to my family, and I know that my older siblings feel the same way.
Small phone calls! Gatton life can be busy, and sometimes it can be easier to take five minutes out of a few days each week to call your family members rather than a whole hour at once. Small phone calls can feel like passing conversations, which I love because it is almost like being back with your family. Walking to class is one of the perfect times to do this.
My older siblings were all able to come home for Labor Day and we got coffee with Gran!My mom and sisters visited me while I completed my RIG in Steubenville, Ohio!My brother, Paul, and I had the same spring break last year, so we went to Atlanta to visit our older sister, Annie, and her husband, Ryan! Ryan is studying to be a chiropractor, and he can be seen here adjusting Paul!My family for Christmas 2021! It was such a blessing to have everyone in town!
The Intel Schools of Distinction program recognized The Gatton Academy for its achievement in science, providing a rich curriculum incorporating hands-on investigative experiences that prepare students for 21st century jobs. The Gatton Academy’s program encourages student achievement in sciences and engineering, while simultaneously helping students become knowledgeable consumers of news and data in order to grow as engaged leaders and informed citizens.
The Gatton Academy is the first Kentucky school to become a finalist in the program since Intel introduced the program in 2006. The other finalists in the high school science category are Boston Latin School in Boston, Mass., and Ossining High School in Ossining, N.Y.
“The schools selected as Intel Schools of Distinction are leaders in preparing their students to become America’s next generation of thinkers and doers,” said Shelly Esque, vice president of Intel’s Corporate Affairs Group and president of the Intel Foundation. “Intel is recognizing these schools as exemplary models of what can be achieved through hard work and innovation in the areas of math and science.”
The Gatton Academy, along with the 17 other finalist schools at the elementary, middle, and high school level nationwide, will receive a $5,000 award from the Intel Foundation and a trip to Washington, D.C., in September, when six schools will be named Intel Schools of Distinction. These six schools will each win an additional $5,000 from the Intel Foundation and a package of goods and services with a total value of approximately $500,000 split among the schools.
Dr. Tim Gott, director of The Gatton Academy, noted that it is an incredible honor for the school to be selected as an Intel Schools of Distinction finalist.
“It is a major affirmation of the work our students have accomplished over the past five years,” Gott said. “Our partnership with WKU has opened exceptional opportunities. From exploring the micro-world of genomes to the macro-world of dark matter in the universe, the classroom and research experiences here have allowed students the chance to enrich their education in powerful ways. This environment continues to equip our students to be the future leaders in STEM fields.”
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The recognition by Intel is part of a growing portfolio of honors for The Gatton Academy. Each year since 2009, the school has been recognized among “Public Elites” American high schools by Washington Post education columnist Jay Matthews. In 2011, the Academy ranked fifth among all U.S. high schools in Newsweek’s annual survey of “America’s Best High Schools.”
Intel Schools of Distinction serve as outstanding examples of leaders in preparing tomorrow’s innovators, noted Corey Alderdice, the assistant director for admissions and public relations at The Gatton Academy. Alderdice served as the lead author on the school’s application for the award.
“One of the unique elements of The Gatton Academy’s application was that our program serves as an extension of each of the commonwealth’s public high schools,” Alderdice said. “We are proud to offer an innovative curriculum within a residential program for many of Kentucky’s brightest young minds. We take equal pride in continuing the good work of the educators from students’ sending schools, who have already done so much to challenge, inspire, and engage them.”
One of the six schools will also be selected as “Star Innovator,” will receive $25,000 from the Intel Foundation, and additional prizes and services from sponsors.
Intel’s sponsorship of the Schools of Distinction Awards is part of the Intel® Education Initiative, a sustained public-private partnership with governments in more than 50 countries. Through this $100 million a year initiative, Intel delivers programs which improve the effective use of technology to enhance 21st century skills and encourages excellence in mathematics, science and engineering. For more information, visit: www.intel.com/education.
WKU has received a $500,000 challenge grant from the James Graham Brown Foundation in support of the i4 Initiative, a new campus project emphasizing science, technology, engineering and mathematics (STEM) in Kentucky. Sue and Brown Badgett Jr. of Madisonville, Ky., have made a lead gift of $150,000 to support the program.
“The Center for Gifted Studies, the Gatton Academy of Mathematics and Science in Kentucky and the Honors College at WKU are collaborating on this project,” said Amanda Lich, the Director of Development for the three related areas. “The i4 Initiative seeks to promote a culture of innovation through a series of outreach and programming opportunities that instill a sense of the importance of STEM exploration, inspire Kentuckians to foster excellence and growth in STEM, and increase the capacity of high-ability students from middle, secondary and postsecondary populations to engage in these fields.”
The i4 Initiative comprises three main components. First, the i4 Initiative will launch a statewide public relations campaign showing the power of STEM, the possible career options within STEM disciplines and the course to achievement. An interactive website with STEM content, social media, a billboard campaign, and other vehicles of community outreach will be utilized throughout the Commonwealth.
Pathways to Innovation, the second element of the project, offers a three-part strategy to engage high-ability middle grades, high school and college students through existing and new WKU programs. The Summer Program for Verbally and Mathematically Precocious Youth (VAMPY) will add three new Seminars in Innovation that focus on mobile applications development, invention and sustainability. A Winter Colloquium in Innovation will be added to the WKU class schedule to take advantage of the three-week open period on campus where students from the Gatton Academy, the Honors College and other disciplines can focus on the start-up phase of innovative projects. A lecture series featuring state and national STEM leaders and entrepreneurial thinkers will be held on campus.
The third facet of the i4 Initiative is the WKU Innovation Incubator that will serve the same role as a business startup accelerator, but will instead focus on students. Access to the Incubator will be by competition, with students receiving a grant toward materials needed to produce a proof-of-concept. The Incubator also will serve as a conversion point and outreach tool for younger students, with visits by elementary, middle and high school students for demonstrations and engagement. The Center for Research and Development, home to the WKU Small Business Accelerator, will be hosting the WKU Innovation Incubator.
“The i4 Initiative is designed around the concept that students should be mentored to take charge of their future,” said Dr. Gordon Baylis, Vice President for Research and President of the WKU Research Foundation. “As the late Steve Jobs pointed out, the only way to predict the future is to invent it yourself. The i4 Initiative prepares our students for a life of inquiry, inspiration, innovation and invention: it is a path to a bright future for us all. I am delighted that the Student Business Accelerator is an integral part of this initiative.”
WKU is in the process of hiring an individual to oversee the implementation of the i4 Initiative. This individual will coordinate the public relations campaign and outreach activities of the program and will work to ensure that all facets of the i4 Initiative are effectively implemented.
Dr. Julia Roberts, Executive Director of The Center for Gifted Studies and the Carol Martin Gatton Academy of Mathematics and Science in Kentucky, said she is thrilled with the opportunities this grant offers.
“A culture that fosters and values innovation drives the economy forward and improves so many aspects of our lives,” Dr. Roberts said. “We are eager to embark on the i4 Initiative and to explore ways to make innovation important in Kentucky schools and communities as well as at The Center for Gifted Studies, the Gatton Academy of Mathematics and Science in Kentucky, the Honors College at WKU and Western Kentucky University.”
The James Graham Brown Foundation was established in 1943. The Foundation, based in Louisville, was created by Brown to “promote the well-being of the citizens of Louisville and Kentucky.” Since its incorporation in 1954, the Foundation has awarded more than 2,700 grants totaling nearly $463 million. In early 2011, the Foundation announced it had allocated $2 million for its first-ever Higher Education Competitive Grant Program. WKU was one of four higher education entities in Kentucky to receive funding.
The James Graham Brown Foundation will match $1 for every $1 raised up to $500,000 until Dec.1, 2013.
“We are so pleased to partner with WKU and the Brown Foundation to invest in the next generation of innovators in Kentucky,” lead donor Brown Badgett said. “Sue and I feel strongly that nurturing and supporting the creativity of university scholars will reap benefits for the entire Commonwealth. We look forward to what the future holds.”
Lich said WKU is excited for the opportunity to leverage the remarkable human and intellectual resources of The Center for Gifted Studies, the Gatton Academy and the Honors College in implementing the i4 Initiative through the support of the James Graham Brown Foundation, Sue and Brown Badgett and others. In addition to the Badgetts’ lead gift, an additional $34,000 has been raised for the project.
The National Center for Educational Statistics (2009) reports that only 12 percent of bachelor’s degrees conferred in Kentucky are in STEM fields. The Information Technology and Innovation Foundation and The Kauffman Foundation found in The 2010 State New Economy Index: Benchmarking Economic Transformation in the States that Kentucky ranks 46th in the number of inventor patents issues, 43rd in the number of scientists and engineers, 43rd in the number of high tech jobs, 42nd in alternative energy and 42nd in venture capital. In order for the Commonwealth to be competitive in this century, more engagement in the STEM fields must take place.
A student at the Carol Martin Gatton Academy of Mathematics and Science in Kentucky has been recognized among over 10,000 middle and high school students in the DuPont Challenge Science Essay Competition.
Sarah Schrader, a second-year student from Bowling Green, was one of 54 students recognized in the 2010 installment of the competition.
Schrader received an Honorable Mention in the Senior Division of the competition and will be awarded with a $200 U.S. savings bond and a certificate.
The DuPont Challenge Science Essay Competition annually invites students from the seventh through twelfth grades to submit their best written essays of 1,000 words or less to compete for cash and travel prizes. Essays can be written on any topic of the students’ choosing within science, technology, engineering and mathematics.
Schrader’s essay stemmed from her research work through the Howard Hughes Medical institutes’ Genome Discovery and Exploration Program under the guidance of Drs. Rodney King and Claire Rinehart of the WKU Department of Biology. Using what she had learned through her own bacteriophage research in the past year as a student at the Gatton Academy and WKU, Schrader methodically laid out the possibilities of bacteriophages being used as cures for diseases and viruses after completion of future study and research.
“With a little research, we can easily harness their incredible power into effective, inexpensive, and side-effect free cures,” Schrader penned in her essay. “Who knows? Within a few years, patients may very well come home from the doctor’s office not with a bottle of antibiotics, but instead with a prescription for a phage.”
Schrader credits the research experiences she had in her first year as a Gatton Academy student for her success in the Dupont Challenge Science Essay Competition.
“Before I began my research last year, I didn’t even know what a bacteriophage was,” Schrader said. “My research as a part of the Genome Discovery and Exploration Course introduced me to what they were and how they worked, and furthermore sparked my interest in their unique properties. Since I already knew a lot about bacteriophage from the course, I was comfortable with the material I presented in my essay.”
This summer, Schrader is continuing bacteriophage research under the guidance of Dr. King in the WKU Biotechnology Center.
For more information, contact Derick Strode at (270) 745-3167.
Today marks a unique celebration for a little known figure in history and science: Ada Lovelace.
Ada Lovelace was born in 1815. Lovelace was one of the world’s first computer programmers, and one of the first people to see computers as more than just a machine for doing sums. She wrote programs for Charles Babbage’s Analytical Engine, a general-purpose computing machine, despite the fact that it was never built. She also wrote the very first description of a computer and of software.
Even though her accomplishments are almost two centuries old, history has often lost sight of the countless women who have contributed to the discoveries and discourse that mark some of the greatest achievements in human thought.
Somewhere around fifty years ago, the closest relationship many people observed between women and technology was the vacuum cleaner. It has often been lamented that STEM subjects (science, technology, mathematics, and engineering) are male-dominated fields that are unwelcoming to women. When talking about the Academy to people across the state, I often hear the assumption that we have more male students in our program than females or that there must be way more young men who apply to the program than women. Of course our program is home to sixty female and female students each year.
Perhaps more interesting is the fact that our applicant pool is extremely balanced in terms of male and female applicants, with each previous year fielding applications from more young women than men.
Those 120 students selected to attend the Gatton Academy are pretty lucky to study under and learn from outstanding female educators and professionals. In preparation for writing this article, Tim and I sat in his office listing off the female faculty members who daily deliver engaging lectures, sponsor students in their labs, involve them in their own pursuits, and serve as mentors for our developing young scholars.
Today, we celebrate the legacy of Ada Lovelace by showing our appreciation for women in STEM and the young women who will one day lead in those fields. Ada Lovelace Day is an international day of blogging to draw attention to the achievements of women in technology and science. Over the last fifty hours, over 2000 individuals from across the world have shared stories about their favorite heroines, mentors, and pioneers. In celebration of Ada Lovelace Day, I asked several female faculty members to weigh in on the role of women in STEM.
Certainly one of the greatest challenges ahead is getting more young women interested in math and science from an early age. This past weekend, Ogden College hosted it’s Girls in Science Day, an event that was featured on the front page of the Sunday edition of the Bowling Green Daily News.
Dr. Uda Ziegler, a professor of computer science at WKU, related some of the major issues that face educators and professionals in cultivating interest in these fields: the examples of STEM (robots, the moon landing, Star Wars, etc.) are geared toward stereotypical male interests; the lack of portrayal of successful women in media in STEM fields; that young women are often more critical of their accomplishments and, as a consequence, often decide they are not “cut out” for STEM; and a substantial attrition of female interest in STEM between grades five and twelve. As these young women enter college and are on the cusp of professional life, they have to juggle the concept of family and perceived social norms.
As Dr. Ziegler so keenly notes, the challenges are many. Dr. Stacy Wilson, a professor of engineering at WKU, added that generating interest requires a balance to “help young women understand that there is great potential for them to have meaningful careers in the STEM disciplines. However, it is also important to equip them with the skills they need to be successful.”
In many ways, though, the key to increasing female interest in STEM is to cultivate an interest in these subjects in all students, noted Dr. Cheryl Davis, a professor of biology. “We must do a better job of teaching science and math to all children,” she said, “especially at the elementary and middle school levels.”
Some of the greatest examples of high-level learning in math and science are found each year in the Intel Science Talent Search. High school students from across the country demonstrate that innovation is not constrained to the future or advanced degrees. Young women and men are already shaping the discourse that will be important in fashioning the role of America in STEM this century.
In Saturday’s New York Times, columnist Thomas Friedman, a friend of STEM and author of such books as The World is Flat, shared his experiences at this year’s awards ceremony. His passion for these subjects is clear. One passage from the column struck me as quite powerful:
Seriously, ESPN or MTV should broadcast the Intel finals live. All of the 40 finalists are introduced, with little stories about their lives and aspirations. Then the winners of the nine best projects are announced. And finally, with great drama, the overall winner of the $100,000 award for the best project of the 40 is identified. This year it was Erika Alden DeBenedictis of New Mexico for developing a software navigation system that would enable spacecraft to more efficiently “travel through the solar system.” After her name was called, she was swarmed by her fellow competitor-geeks.
Young women like Erika are the future of STEM. At the Gatton Academy, we’re happy to help provide female and male students with the experiences and momentum to change the world through research, inquiry, and innovation in science and math.
I think Ada would be proud of the work we’re doing, our outstanding mentors, and the infinite possibilities ahead.
WKU’s annual Girls in Science Day will be held Saturday (March 20).
The event is an opportunity for girls in grades 4-7 to meet with leading scientists at WKU, ask questions and participate in activities involving science, technology, engineering and mathematics. The all-day event begins at 8 a.m. with registration in the Thompson Complex Central Wing lobby followed at 8:30 with an introduction by Observatory Education Scientist Rachel Campbell in Snell Hall Auditorium.
Between 9 a.m. and 11:45 a.m., girls will participate in three classes at various locations in Ogden College of Science and Engineering. They can choose from 12 classes including the life of a bee keeper, volcanoes, seeing the tricks behind optical illusions and building your own lunar rover.
The lunar rover class will include an interactive demonstration of a lunar excavator being constructed for a NASA robot competition by the WKU Department of Engineering’s “Lunabotics” Team.
The students will have lunch at noon in Snell Hall Auditorium. A Chemistry Magic Show (which is open to the students’ parents) will begin at 1:15 in Snell Hall Auditorium to conclude the day’s events.
For more information, contact Rachel Campbell at (270) 745-5940.
by Corey Alderdice, Assistant Director, Admissions and Public Relations
Like our students, we never shy away from a challenge at the Gatton Academy.
When opportunities arise, we do our best to stay on the cutting edge. In my last post, I shared with you information about our Gatton to Go mobile phone app. Not too long after that post, Education Week–one of the premiere periodicals for US education news and commentary–spotlighted the Academy (membership required) as one of six schools representative of using mobile technology.
Cool, huh?
About a month ago, President Obama announced, as part of the Race to the Top initiative, that he would select one high school for which he would deliver the Commencement address later this Spring.
The contest relies on students and administrators working together to celebrate the exciting things taking place at their school:
The application’s four essay questions focus on demonstrating how the school is helping prepare students to meet the President’s 2020 goal of having the highest proportion of college graduates in the world. Applications will be judged based on the school’s performance and dedication to providing students an excellent education that will prepare them to graduate ready for college and career choices. Each question must be answered in full to qualify and data that substantiates each answer is strongly encouraged.
Looking at the Obama administration’s initiatives, we think the Gatton Academy is exemplary of what twenty-first century education can look like. Nontraditional and innovative learning environments, an emphasis on STEM subjects, reaching geographically, ethnically, and socially diverse student populations, and the assurance of post-secondary matriculation are certainly indicators that the Gatton Academy is an “Atypical High School.”
I’d like to take a moment to thank the students who were vital to the application process. Our Academy Avatars provided valuable insight in sharing their experiences as Academy students as the essays took shape. The students in the video below spent an afternoon just before Spring Break relating what makes the Academy so unique. Our students’ comments in print and video certainly make me proud of how they have embraced this experience. Finally, a special thank to Ami Karlage for helping me pull it all together and share our administrative data and responses that supplements the information provided by students.
Six finalists will be selected. From there, the public will vote for the top three. In the end, the White House and Department of Education will select the singular school that will receive this special honor. We’ll certainly keep you up-to-date as the competition progresses.
Until then, keep your fingers crossed and check out the student video and responses to the four essay questions.
1. Describe what makes your school unique. Discuss academic opportunities, community engagement activities, school culture, or other activities/policies/programming your school has in place that you believe to be the most compelling in convincing the President to choose your school for his inaugural high school commencement speech. (500 words or less)
As students of the Carol Martin Gatton Academy of Mathematics and Science in Kentucky, we’re proud to say that we believe our school is unlike any other in the country. We, along with our administration, have adopted the phrase “Atypical High School” to describe the living/learning environment at Kentucky’s only state-sponsored, residential high school for students interested in advanced careers in science, technology, engineering, and mathematics.
On a personal level, we feel honored that the state has invested in our individual academic futures. The Gatton Academy partners with over three hundred high schools around the state to meet the needs of their high-ability students. By combining the most important aspects of high school and collegiate learning environments, we have the best of both experiences.
The culture of the Academy is based on students who take pride in learning and embrace “smart” as something other than a four-letter-word. Our learning ceiling has been removed: we can embrace the academic challenges for which we’re ready through an unlimited supply of college classes. We’re daily given the chance to excel and reach our potential.
Our student body comes from a variety of diverse backgrounds. Since the program’s opening in August 2007, Academy students have represented eighty-seven of Kentucky’s one hundred twenty counties. Our school allows students from all social and economic environments to participate in advanced learning opportunities. The student from Appalachia or a small farming community can have access to same advanced instruction, labs, and resources commonly found only in urban areas.
With that in mind, we realize that the Commonwealth’s investment in our future requires giving back, both now and in the future. Because tuition, housing, and meals are provided at no cost to our families, it is our personal priority to give back to our communities across the state. Each Academy graduate averages twenty-four hours of community service. We share our love of science, seek to help other gifted young people, and do what we can to help lead the state to a better quality of life. Our passion for math and science is matched only by our desire to truly change the world.
The advanced STEM careers we’re pursuing will one day lead to a better state, nation, and world. Already, we’re engaged in cutting-edge research; genetic breakthroughs, alternative energies, saving endangered species—all of these subjects and more are part of our daily lives. We’re not just listening to the conversation, we’re contributing to it. Now, more than ever, both Kentucky and the United States need a well-trained and ambitious workforce that is ready to contribute to STEM fields. If we hope to retain our status as a global leader, students like us need to cultivate our passion for science and math. We’re excited and proud that the Gatton Academy allows us to accomplish that and so much more.
2. Describe how your school encourages personal responsibility and engages students. (200 words or less)
We attend the Academy because we want to be both personally and academically challenged in school. That we choose to risk our 4.0 grade point averages and commit to spending the necessary time and effort studying–often not necessary in some of our home school—highlight the desire of our study body to embrace the infinite possibilities ahead.
Because the Academy is a residential program, every part of our daily lives is a lesson in personal maturity and responsibility. Though there are many wonderful staff members who guide us through our challenges, we are responsible for getting up and going to class each morning. We make the time to study and prepare for class. Most of all, we very quickly learn how to say three sometimes difficult words: I need help.
In addition to our academic responsibilities, we also learn how to be responsible members of the community. Living together at Schneider Hall is a constant reminder that other members of the community deserve our respect. Each day we make the choice to live harmoniously with one another and to take into account the needs of those around us.
3. Describe specific steps taken by your school to prepare all students to graduate ready for a college or a career. (200 words or less)
While many high school students across the country take college-equivalent courses, over half of our peers in Kentucky graduate needing remedial classes in order to be ready to face the rigor of university study. By contrast, every class we take is for college credit and, at the age of sixteen, we have already begun to develop the diligence, effort, passion, and study habits to be successful in a college setting.
Not only is it an expectation, it is a reality that 100% of Academy graduates go on to attend a four-year college. Every student at the Academy works toward this goal constantly. This expectation is not set solely by the Academy staff: it is reinforced by our peers. We challenge each other while championing our friend’s successes.
Much could be said about the academic preparation that students receive, but what’s really important is the social and emotional lessons learned that makes transitioning to life in “real college” that much easier. Universities are excited about attracting Academy graduates because they know that we are mature, responsible leaders with experience in a collegiate community. WKU, the University of Louisville, and the University of Kentucky have established guaranteed scholarships for Academy graduates.
4. Describe specific steps taken by your school to promote academic excellence. (200 words or less)
Though our school has a curriculum that builds on state requirements and advanced STEM content, what is truly remarkable is that we are directed to pursue the subjects that interest us the most. In choosing classes, we select the challenge for which we are ready. Organic chemistry and discrete mathematics—coursework designed for college juniors and seniors—are common class selections for Academy students.
At the Academy, school is not something that lasts eight hours each day. With the combined living/learning environment, we take our classroom experiences back with us to the residence hall. Learning doesn’t stop just because we’re not in class. Because classes are so demanding and rigorous, the Academy has created support systems to help us succeed.
At the beginning of our time at the Academy, we receive coaching in how to learn and work at a collegiate level, including reading strategies, organizational skills, and note-taking. Throughout the year, we have quiet study hours each evening that provides us with an opportunity to work with our peers and with tutors and other staff. Moreover, through our Academy seminar series and service-learning projects, we expand our learning beyond the classroom, becoming better community members and leaders.
Gatton Academy students participated in the 2010 Regional FBLA competition held on the WKU campus. In all, 9 students brought home trophies from the event. In this video blog, the guys discuss why business is a perfect compliment to advanced STEM learning.
NASA astronaut and WKU alum Col. Terry Wilcutt hosted a Q&A with Academy students. Topics included space, water conservation, international partnerships and climate change. (photos by Clinton Lewis/WKU)
