Student Perspectives
Andrea M. ATYP student 2014-17
I was really worried that I would do badly in my class, but it turned out to be a really fun experience that I know is also a great resume-builder.
Grace A. ATYP student 2013-16, Loy Norrix '18, Calvin University
ATYP can often be hard to keep up with but it is a lot of fun once you get through the first few weeks and figure out how to get your homework all done on time. In ATYP, I have met many people who have similar personalities and ideas to me as well as those who have other ways of looking at things that can change the way you think of things forever. Many of my fellow students have even turned out to be great friends that I never would have met without the unique experience that ATYP provides. Although it can be very challenging, ATYP has allowed me to learn and experience things I never would have and classes are so different from regular school. In class the teacher does not repeat something you already know a thousand times and there is not a ton of waiting around for everyone else to finish. The teachers are passionate about what they teach and have awesome ways of showing that in class.
Sid P. ATYP student 2014-17, Portage Northern '18, University of Michigan
ATYP has helped me accomplish my goals in not only English and also AP Computer Science. The AP Computer Science course was my most favorite course for the year 2014-15. I would highly recommend this for anyone really into AP Computer Science. Thank you ATYP for offering it to all students who have completed Algebra!
Radhika S. AP English ‘09, Kalamazoo Central ’10, Wayne State ‘14, Wayne State Medical School
I am a junior at Kalamazoo Central, KAMSC, Allied Health (an EFE), and in my third year in ATYP’s writing program, AP English. Being involved in all of these advanced/alternate programs, I can honestly say that I have a well-rounded opinion of ATYP’s impact on a student’s life, both academically and socially. ATYP brings together individuals who have a passion for, as in my case, Language Arts, and provides them with opportunities that I believe they wouldn’t be able to find anywhere else. Through ATYP, I have met one of my most favorite teachers and have had the opportunity to work with her for all three years that I have been in this program. She has learned how I work and shown me ways to grow and flourish beyond my own imagination due to the amount of dedication and perseverance that she shows for her students.
I have sat through other English classes and find that none of them tend to reach the level of depth that ATYP is willing to take their students. Discussions in a typical ATYP class are driven by the students, with the teachers offering their opinions while letting the students find the answers they seek. I don’t really see this occurring in other English classes. The fact that ATYP English, especially Year Three, is very discussion-based allows for students to interpret the text beyond just what is on the page.
As far as assignments go, ATYP challenges its students to push themselves to greater and greater heights, all the while molding their critical thinking, reading, and writing skills to the college level. There is a lot of emphasis that is placed on critical essays and the analysis of literature, yet each student is also given the chance to delve into assignments such as creative writing, which allows the students to gain self-awareness. Workshops for spoken word and field-trips across Western’s campus are just a few methods that ATYP uses in helping its students find their niche and just write.
Laura W. AP English ‘09, Kalamazoo Central ’12, Case Western Reserve ‘16
ATYP has definitely changed my life. I have met people I would have never met or gotten to know as well, otherwise. It has taught me to love writing and group discussions instead of hate them, as I would in my regular school because I would be so bored. It has given me a place where I can express myself and be with other people my age who love learning as much as I do. ATYP has exposed me to literature I would not read in my home school and taught me a whole different way of thinking about literature and life. I now have a better work ethic, so that the harder classes at the Kalamazoo Area Math and Science Center are not as hard for me as they are for my friends because I am used to having a lot of homework, while they are not used to having any at all.
I have been challenged to go above and beyond what is expected of people my age and always to improve my writing. If I were taking an English class at my school, I would just get an A+ smiley face, not criticism and praise that help me improve. A good grade on an ATYP assignment makes me happy because I know that the assignment was my best effort and I got that grade because of my effort. At my home school, I rarely get a grade below an A and do not have to work hard for those grades, so they don't mean a lot to me. Though I am sad that I am almost done with ATYP and that there is not a fourth year, I am thankful I can go to ATYP to learn and grow instead of being bored in a traditional advanced English class. I am also thankful that my school lets me do ATYP and does not require me to take another English class. Schools should let all students who wish to attend ATYP go and provide them with resources and support, not make ATYP something that is impossible to do.
Alex P. AP English ‘09, Loy Norrix ’12, Columbia ’16, Iowa '19
ATYP, besides being a memorable acronym, is a completely freeing experience. For once in my life, I have the ability to actually read my writing aloud, instead of hiding behind strategically placed notebooks. It's given me the opportunity to be completely geeky about literature and writing, discuss things that I'm interested in with other interested people, and a rare outlet for honesty. As a writer, ATYP has been hugely important in my literary growth. As a person, ATYP has helped me let down a few walls and learn to be more comfortable with myself. I came into the program kicking and screaming about homework loads and sleep deprivation. As I near the end of my third year, I am truly sad to be at the end, and hope that I'll be able to stay in contact with all of the amazing people I've met. I may still be sleep deprived, but the constant flow of work and high expectations has drastically bettered my ability, and those late nights sweating over research papers and unit essays are completely worth it. The ATYP program is an invaluable experience that this community has to offer, especially when we live in a world dominated by writing via the internet. I look forward to dual enrolling at Western next year, especially with the advantage that these past three years has given me.
Grady S. AP English ‘09, Portage Central ’12, Brown ‘16, University of Notre Dame
I’ve been in the ATYP English program for about two and a half years now and I was a student in the ATYP math programs for two years. I must say that both programs have been incredibly rewarding. Especially for English, my middle school classes didn’t challenge me all too much. ATYP has given me the challenge that I wanted to become further immersed in my learning.
It’s not really about the challenge, though; it’s about the actual learning. There’s no memorization in ATYP—everything that we learn is so readily and easily applicable that the classes never feel dull. I learned how to organize my thoughts well from ATYP English—how to form a thesis and support it with quotes or other evidence to flow directly into a solid conclusion. I learned how to solve problems logically in ATYP math—how to use whatever axioms or theorems were in the chapter subsection to complete the proofs. The skills that I acquired from my ATYP classes allowed me to blaze through my other classes. It’s not too difficult to write a paper for history, a piece for forensics, or an articulate lab report for biology with two years of ATYP English under my belt.
I truly enjoy the classes themselves, as well. I had worked with smart classmates before ATYP, but ATYP was where I was first able to work in an environment where every one of my classmates was incredibly smart. A class is much more enjoyable with everyone thinking and contributing, rather than just one or two people.
Catherine H. AP English ‘09, Portage Northern ’11, WMU ’15, Purdue ‘17
ATYP is an indescribable experience. As someone who could write those twenty-minute papers and still get an A, ATYP provided me a much-needed challenge—and a lesson in time management. I was finally able to get past the tests in middle school—and the ones I’ve heard about in high school—that aren’t about the actual book or meaning that you can derive from the book, but are simply “reading checks.” Now, I get to thoroughly enjoy the books I read with the knowledge that almost everyone in the class has read them, because to be in ATYP is to love to read. ATYP has also exponentially expanded my reading list, leading me to many books that I simply would have never read if I wasn’t in the ATYP program. As someone who plans on becoming an IB Diploma Candidate, I cannot say enough good things about the program: it has taught me time management and it has encouraged diversity. In the ATYP program, there is especial emphasis on different cultures explored through different paradigms. In coming from a privileged school district, getting to interact with my peers from different school districts expanded my view of the world and challenged my thinking.
I can honestly say that being in ATYP has allowed me to think critically and analytically in a way I would be unable to if I had been in my home school, just due to the class sizes that I would have experienced back at my high school. In going through the ATYP program, I can say with confidence that I feel fully prepared for the rigorous IB program, but also for college and beyond. I’m not afraid of having large amounts of reading for an IB history class, nor for writing the dreaded extended essay.
I highly recommend giving students the opportunity to dual-enroll in a program like ATYP, as it provides them skills that benefit them not only now, but for the rest of their lives. ATYP is a program that is of extreme importance to me, and I hope that many students have the opportunity to go through the program as possible.
Marisa K. AP English ‘08, Otsego High School ‘11, Dual-Enrolled at WMU, Yale ‘15, NYU/Tisch
I finished the ATYP program last year, and am now a dual enrolled high school sophomore at WMU. I can honestly say that ATYP has prepared me for college level courses better than any other AP program possibly could. Not only is ATYP a fantastic way to take advanced courses, it really is fun to go to class each week (well, almost every week). The discussions in class are so much more in depth than those you would find in any high school setting, especially since we don’t have to focus on plot to make sure that everyone in class understood what was being read—instead, we can focus on what the author wanted to convey and what the meaning behind the piece was. This actually came to be a common saying in ATYP—yes, but what does it mean?
In terms of preparation for college, I don’t think that my writing could possibly be even close to what it is if it weren’t for ATYP. I am currently enrolled in a 3660 Fiction workshop, and I had a meeting with my professor just last week. I was shocked when she suggested that I enroll in a 5660 Fiction course next fall. She said that my writing was well enough developed to keep up with the level of coursework in the 5660 course, even though I may lack a bit of life experience (material to write about). I know that without the enormous help of the ATYP program, I wouldn’t even have the opportunity to be dual enrolled until next year, much less have the opportunity to enroll in courses that are usually taken by college seniors.
Not only did it prepare me so well, it was also a fantastic life experience. Even though a high level of commitment from the students is required to do well in the program, if the student is motivated enough, they get so much out of the class. You get to spend time with kids your own age with whom you can relate. This, for me, was a huge relief—I usually don’t enjoy the company of kids my own age too much, but in ATYP I could really identify with the people in my class. Long live the ATYPical students!
Cameron M. AP English ‘08, Vicksburg ‘10, Dual-Enrolled at WMU, GVSU ’14, Oklahoma '18, University of Houston
After three years in the ATYP English program, I went on to take Creative Writing here at Western as a dual-enrolled student in this year’s fall semester, and I am currently taking Advanced Poetry. My experience in this program included many positive challenges I couldn’t find anywhere else. The teachers created a learning environment where growth both as a writer and a reader was something to be valued. In a classroom where other students shared my interest in reading and creative writing, discussion of literature and student work became engaging in a way I had never thought possible in a classroom of 8th and 9th graders.
Just in the first year of the program, ATYP gave me a way to think beyond the level I was expected to as an 8th grader, whether it was researching literary themes in Lord of the Flies or exploring symbolism in Animal Farm, to name a few. While the English classes at Vicksburg cover similar material and give students proficiency in reading and writing, the ATYP program provided me a place to develop my English skills into something I use everyday as a dual-enrolled student and a writer. I know that, had I not been offered the unique opportunity to challenge myself in such a way, I would not have the same interest and abilities that allowed me to pursue the classes I am now taking.
Poonam D. AP English ‘06, Portage Central ‘08, U of M ‘12
As a student at the University of Michigan, I can truthfully look back on my education and trace most successes I've had back to ATYP. The program targets kids at a critical age; ATYP made me want to learn. While other kids dreaded their education, I, as well as other ATYP kids, looked forward to our classes and have since been able to succeed. If I had the funds right now, I would donate to this program because the professors and curriculum are wonderfully unique. They encourage open minded and critical thought, two ingredients necessary to any future career.
Peter H. AP English ‘06, Portage Central ‘08, Dual-Enrolled at WMU, Stanford ‘12
I took ATYP Math (Geometry, Advanced Algebra) and ATYP English (Writing Skills I, II, and AP). I enrolled in ATYP II during my freshman year in high school, and ATYP AP as a sophomore. I then dual enrolled in English classes at WMU for my junior and senior years. As a result of my experience in ATYP geometry and advanced algebra, I entered KAMSC as a freshman enrolled in pre-calculus.
As a sophomore, I was already enrolled in a BC calculus course. I’ve since completed the equivalent of a Calculus III college level course as a high school student. In my junior year, I took American Literature I (3210), and Professional Writing (4640). As a senior, I took Shakespeare Seminar (4520), and I am currently enrolled in The Graphic Novel (2900) through the Honors College.
An entire semester’s worth of Russian literature? Collegiate level literary analysis and powerful researched argumentation papers? Teachers, peers, and skills that proliferate through every part of your high school experience? This is ATYP's promise—to challenge the status quo through an innovative approach to English. ATYP has brought me through the eclectic—gaining a new appreciation for jazz music—to the practical—creative pieces, engaging discussion of any topic (I must stress, including those outside literature!), and even competitive debate.
Anna C. AP English ‘06, Kalamazoo Central ‘08, U of M ‘12
I took two years of ATYP Math in 7th and 8th grade, and three years—grades 8th through 10th—of ATYP English. ATYP gave me freedom in high school to explore subjects that I found interesting, and to take classes not just because they were required. ATYP English in particular awakened a desire in me to take writing classes not for the purpose of fulfilling requirements, or even to further a career ambition, but for the sheer love of understanding and communication, which is useful in all aspects of life.
Charles C. AP English ‘05, Portage Central ‘08, Yale ‘12, Indiana University-Purdue '17, Stanford
ATYP was a life-changing program for me. I gained so much confidence in myself by interacting with other students whom I had no idea existed. Those students were just like me, unashamedly intellectual and similarly opinionated.
Katlyn M. AP English ‘05, Comstock ‘06, Michigan Tech ‘11, Wayne State University '19
ATYP is one of the most excellent programs I had the pleasure of attending during High School. I was only involved in ATYP Writing, and I cherish everything I learned there. I learned how to interact and discuss ideas verbally as opposed to simply on paper. I also read literature and as we looked at it, it came to life. Thanks to ATYP, I gained a more sophisticated view of communication and literature. That experience not only helped me in my college courses, but it has given me a lifelong ability to both understand and appreciate the communication of ideas. In addition, it allowed me to experience a small portion of college, giving me valuable insight as to the expectations and structure of college classes without having to balance learning the social change at the same time. My brother followed me into ATYP and I believe he has had a positive experience as well. My parents fully support the ATYP learning style and I want ATYP to continue for many years to come.
Madeline B. AP English ‘05, Gull Lake ‘07, Dual-Enrolled at WMU, WMU ‘11
I had an extremely positive experience with ATYP English. It was such an amazing opportunity to connect with students from other schools who had the same interests. I definitely had a love for literature in common with my ATYP friends, but it turned out that we also had common interests in music and other activities. Between the ATYP program, and other programs like Kalamazoo Junior Symphony Orchestra, I gained a dynamic group of friends, many of whom I'm still in contact with today.
My instructors were also incredibly influential. Scott Friesner challenged us in the third-year class with complex and advanced readings and led engaging discussions on the material, which far surpassed the discussions taking place in English classrooms at my own high school. Becky Cooper is among the most influential educators in my academic career so far. She has been a role model to me since she began leading my ATYP year one class when I was in eighth grade. I also had the opportunity to work with her in ATYP year three and in a Youth Poetry Slam Workshop. The way she interacts with students inside and outside the classroom informs the example I have set for myself as I prepare for a career in academia.
Finally, completing the ATYP English Program allowed me to dual-enroll in a Literary Interpretation course at Western Michigan University. This course was valuable to me while I was enrolled in it, and also turned out to be very valuable later when I became an undergraduate at WMU. Literary Interpretation is the prerequisite for almost every course in the English Department, and, because I had already completed it, I was able to enroll in a senior level Women in Literature course during my freshman year of college. My Women in Literature professor, Dr. Gwen Tarbox, became my mentor and I am now completing a teaching practicum with Gwen in one of her classes and am learning invaluable skills for my planned career in academia. I trace all of the mentorship, advocacy, and friendship I've found with Gwen and many others in the English Department back to my experience in the ATYP English program.
Joelle R. AP English ‘93, Kalamazoo Central ‘96, U of M ‘00, University of British Columbia ‘06, ATYP Instructor ‘06-08, currently teaching in Boston
ATYP saved my life—twice. I was in the program back in 1991-1993, and then I taught ATYP from 2006-2008. I’m ATYP’s biggest fan and beneficiary, and even though I don’t teach it anymore, I continue to reap the benefits. I suspect I always will.
Back in the 7th grade, I was good at school and I liked to write. In my public middle and high schools, there wasn’t much to get me excited. I consider my true education to have started when I got into ATYP and was whisked away into the world of passionate, “big picture” education and into a classroom full of students just as curious as I was. ATYP turned me into a real reader—someone who swallowed books whole, cried for characters, and understood that the books weren’t about words on a page—they were about life and what it means to be human. ATYP turned me into a writer, desperate to evoke in others what the books we read evoked in me. ATYP turned me into someone who wanted to change the world.
Then, almost 15 years later, ATYP turned me into a teacher. A lot has changed since I was a teenager, but the needs and the potential of exceptional students and thinkers haven’t. The genuine interest and passion my ATYP students had for learning, the way they tangled with tough questions and overcame frustrations, and their application of what they learned to their daily lives inspired me. ATYP students continually meet, and then exceed, formidable academic, intellectual, social, and emotional challenges. What’s more, they surpass the limits of what they thought they were capable of. They constantly redefine themselves by setting and meeting higher and higher goals. They taught me as much, if not more, as I taught them.
The powers of ATYP reach beyond the classroom. Not only has ATYP fostered in me a love of reading, writing, teaching, and thinking, but it also helped me become the person I want to be. I see that transformation begin in every single one of my students. These are the circumstances from which beautiful and amazing things arise. Those are the things they—that we all—will build our lives out of.