WKCTC Receives Gates Foundation Grant
West Kentucky Community and Technical College was one of five Kentucky Community and Technical College System (KCTCS) colleges recently awarded grants from the Bill amp; Melinda Gates Foundation to participate in Changing the Equation, a new program focused on redesigning remedial/developmental math.
Improving developmental education rates is a high priority for Kentucky and for KCTCS. The Changing the Equation program will provide our colleges with a model and resources to ensure students are able to achieve academic success and obtain the credentials needed to be successful in todays economy. said KCTCS President Michael B. McCall. It is an honor for five of our colleges to receive this grant and clearly establishes KCTCS as the premier community college system in the nation.
The other KCTCS colleges receiving the grant were Bowling Green Technical College, Hazard Community and Technical College, Henderson Community College, and Somerset Community College.
The National Center for Academic Transformation (NCAT) formally announced that the five KCTCS colleges were among 38 two-year institutions selected for the program. Changing the Equation, supported by a $2.3 million grant from the Bill amp; Melinda Gates Foundation, is designed to improve student learning outcomes while reducing costs for both students and institutions using NCAT's proven redesign methodology. Kentucky was the only state to have more than two community colleges to receive this honor.
Each KCTCS college selected for the program will redesign its entire developmental math programs using NCAT's Emporium Model and commercially available instructional software (ALEKS, Carnegie Learning, Hawkes Learning Systems and MyMathLab). Each redesign will modularize the curriculum, allowing students to progress through the developmental course sequence at a faster pace if possible or at a slower pace if necessary, spending the amount of time needed to master the course content.
Other advantages of the program include allowing faculty to spend more time working one-on-one with students or in small groups and increased involvement by students during the learning process.