September 17, 2024
To the Members of ASMSA’s Community of
Learning:
Last year, Arkansas ushered in a new era in education with the signing of the LEARNS Act, a piece of legislation that significantly expands school choice starting Fall 2025. But as these changes take hold, it's important to reflect on what really matters in our children’s education not just choice but the quality and collaboration that should come with it. While having options is great, the surge in competition might not be the boon we expect unless educators and district leaders shift our focus. Instead of pitting schools against each other, what if we worked together? Consider a landscape where schools share resources and insights, creating a network that raises the bar for everyone. That's the environment we need to strive for one where collaboration trumps competition.
The reality of school choice means public and private schools must now vie for students, pushing them to innovate and improve. On paper, this sounds like a win for educational outcomes. However, the risk of deepening division and inequity is real if schools remain stuck in a cycle of one-upmanship. We need to rethink this approach. Education isn’t just about filling seats or boasting about program superiority; it’s about preparing the next generation to succeed in an increasingly complex world. This requires a commitment from all schools to look beyond their boundaries and see the bigger picture. Instead of guarding their student numbers jealously, schools should share their successes and challenges, learning from each other to better serve all students, not just their own.
Consider the dilemma many parents face: navigating a maze of new school choices can be daunting. This is where schools should step up not as competitors, but as allies. By offering clear, honest guidance about all available educational pathways, schools can help families make informed decisions that are truly in the best interest of their children. For example, if a student shows a strong inclination toward science and technology, educators should feel empowered to recommend specialized programs, even if they are outside their own school. Supporting a student’s transfer to a program better suited to their talents and interests shouldn’t be seen as a loss but as a fulfillment of education’s true purpose.
Creating a collaborative educational environment doesn’t just benefit students. It builds trust among parents and satisfaction among educators, knowing they are truly making a difference. Schools can and should work together, perhaps pooling resources for shared teacher training or co-hosting community educational fairs. Let's not allow the LEARNS Act to lead us into a counterproductive rivalry. Instead, let’s use it as a springboard to foster a cooperative, supportive educational system. This isn’t just about offering families choices. It’s about ensuring that every choice leads to a place where students can excel and where their unique needs and aspirations are met. Arkansas has a chance to set a standard for educational excellence and equity through collaboration. As we move forward, let’s remember that it’s not just where students learn that matters, but how we as a community come together to lift them toward their highest potential.
Sincerely,
Corey Alderdice Executive Director
Office of the Executive Director
September 2024 Quarterly Report
Corey Alderdice, Executive
Director
By the Numbers
• Enrollment for Academic Year 2023-24 began with 245 students. Assuming all residential spaces on campus are utilized, residential enrollment would currently be capped at 260 students. Spaces remain available for COVID protocols as well as balancing upcoming cohorts of students.
• 8 rising seniors were named QuestBridge College Prep Scholars. The program provides high-achieving high school juniors from low-income backgrounds tools to help them apply to top colleges across the nation.
• A total of 26 ASMSA students earned the Arkansas Seal of Biliteracy last year. The Arkansas Seal of Biliteracy is awarded each spring and fall to students in 9th through 12th grades who demonstrate a proficiency in English and at least one other language.
Facilities and Campus Master Planning
ASMSA received the certificate of occupancy on the new Campus Administration Building on August 2, 2024. The weeks since have included move-in to the building as well as final detail work on the exterior areas surrounding the building. This work included enhancements to the Student Center Courtyard area, additional lighting and parking on Pine Street, a new crosswalk, and restoring the driveway leading to the upper portion of campus.
Difficulties in late-stage construction on the CAB and move-in delayed the relocation of faculty offices from the Pine Street Wing of the former hospital complex. That transition was completed in late July; however, the timeline did not allow for a full renovation of the first floor of the Academic Building. Spaces throughout the building were prepped for the transition of visual arts classrooms and the former Board Room was reconfigured into two classrooms.
Work will continue this fall on the 2033 Facilities Plan, with discussions occurring on two separate fronts. Primary emphasis will be placed on the redevelopment of the hospital site into the Arts Zone of campus, including spaces for visual and performing arts as well as the potential for an additional 40-bed residence hall. Student Life and SGA will confer on a vision for “New Charter Field” and a new Fitness Center located beyond the student parking lots behind the Student Center. Both zones were identified as priorities from nearly 200 survey responses from employees, students, alumni, and other ASMSA stakeholders earlier this year.
Preliminary cost estimates have been secured for a new Maintenance Building and Woodshop. The goal is to present the project for approval by the University of Arkansas Board of Trustees in November 2024. That timeline would see the building open in the second quarter of 2026. An RFQ for design professionals will be issued this month.
St. Joseph Hospital/RLB Transition and Demolition
The progress to date has positioned ASMSA to return the former St. Joseph Hospital complex to the City of Hot Springs on December 31, 2024. Work was completed this summer to transition and inventory equipment and other materials that will be returned to the state through the M&R process.
The City of Hot Springs has set aside approximately $4 million in funding to begin the abatement and demolition work in 2025. These actions stem from 2010 agreement between the City and University of Arkansas System as part of the construction of the Student Center, which kicked off the physical transformation of campus.
Work that the demolition is moving forward has, naturally upset members of the community notably preservationists concerned about the loss of another notable building. Director Alderdice addressed these concerns in a Founders Day message shared with the campus community and other stakeholders on August 23rd. Alderdice stated the following in his message: “I’ve noted regularly that if ASMSA’s needs result in the loss of this small portion of Hot Springs’ history, then we must certainly ensure that something meaningful both to our school and the community at large takes its place.”
The agreement with the City estimates the timeline for project completion and site rehabilitation will be around 30 months.
Additional Media:
https://www.asmsa.org/news/executive-director-alderdice-shares-founders-day-message/ https://armoneyandpolitics.com/hot-springs-st-joseph-hospital-tear-down/ https://www.thv11.com/article/news/local/arkansas-hospital-to-be-demolished/91-ea828591a5b7-474b-8145-aad8cd6f9df4
Strategic Plan Year Four Progress Report
As ASMSA enters the final year of the 2025 Strategic Plan, campus leadership took time this summer to review progress completed over the 2023-24 academic year and to align priorities for the upcoming year. Director Alderdice is incredibly grateful for the work that our faculty, staff, and students have committed to throughout the pandemic and being able to emerge this past year toward a state of normalcy that had been lost for some time. When our community of learning began work on this plan in early 2020, we didn’t fully appreciate how much it would anchor our actions and reinforce our values during a period of such significant disruption.
The full Year Four Progress Report and other details are available at https://www.asmsa.org/strategicplan.
95th General Assembly and Planning
ASMSA is seeking to finds it place among the new wave of changes prompted by passage of the LEARNS Act and the growing wave of school choice when the 95th Arkansas General Assembly convenes in January 2025.
Since the LEARNS Act creates opportunities for expanded charter schools, the transfer of nearly $7,000 to private institutions through the Educational Freedom Accounts (vouchers), and use of those funds to homeschooling families, campus leadership believes it is essential that the state develop an enrollment growth pathway that affords ASMSA the same opportunities to support additional students throughout the state via both the residential program as well as other enrollment modalities explored as part of the 2025 Strategic Plan. The preliminary goal would be to grow enrollment to 300 students, which was the original vision for the school.
The LEARNS Act also creates the Online Course Choice System. Students seeking to take a class not available at their local high school must be allowed by the school to do so with the cost underwritten by a portion of the per-pupil funding. ASMSA’s longstanding work in distance education and digital learning creates some opportunity for the school to participate; however, the goal is not to diminish the residential experiences or courses that are unique to the campus program.
ASMSA will also advocate for Residential School Facilities Fund based on the Charter Facilities Fund that was created in 2015. While the creation of a fund does not guarantee that state dollars will be allocated to the project, it would provide a mechanism for the state to support the further growth of campus.
ASMSA Earns Cognia Accreditation
ASMSA has again earned Cognia Accreditation. Cognia is a nonprofit organization that provides quality assurance for schools, school districts and education service providers. Cognia, formerly AdvancED, recognizes districts that meet rigorous standards focused on productive learning environments and equitable resource allocation that meets the needs of learners and effective leadership. Accreditation is determined by the Cognia Global Accreditation Commission based on the school meeting the organization’s performance standards. ASMSA conducted its Cognia Accreditation renewal process earlier this year. To earn Cognia Accreditation, a school must implement a continuous process of improvement and submit to internal and external review. Schools in good standing can maintain their accreditation for a six-year term. Cognia is the parent organization of the North Central Association Commission on Accreditation and School Improvement (NCA CASI), Northwest Accreditation Commission (NWAC), and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI). To learn more about Cognia Accreditation, visit cognia.org.
Study on ACT Scores and College Outcomes
Campus leadership has begun an analysis on recent cohorts of graduates and the role that factors such as ACT scores, GPA, family income, and other conditions play on college acceptances and scholarship opportunities. The study examined the outcomes for the Classes of 2020 through 2024. The key finding from this first phase is that GPA is the most significant factor in scholarships awarded when considering students who score a 28 or lower composite on the ACT.
In recent years, the landscape of college admissions has undergone significant changes, most notably with the widespread adoption of test-optional policies. This shift, which gained momentum during the COVID-19 pandemic, has led many institutions to reconsider the weight of standardized test scores in their admissions and scholarship decisions. However, higher education has not forgone test scores completely. Though optional, they are presumed to still play a role.
The preliminary study delves into the distribution of scholarships awarded to students by colleges in the University of Arkansas system, other in-state institutions, and out-of-state colleges. By analyzing these data, ASMSA can gain valuable insights into the criteria that have become most crucial for ASMSA students when seeking scholarship aid in a test-optional era. Understanding these trends is essential for students and educators alike, as they navigate the evolving priorities of college admissions and financial support.
Challenge Success Partnership
ASMSA has been selected by Challenge Success to participate in a special cohort of their yearlong School Partnership Program.
The Challenge Success School Partnership is an inclusive, community-driven collaboration that leverages the Challenge Success Change Process to transform the student experience within your school. The program is a research-backed way to prioritize student well-being while also deepening engagement with learning and enhancing belonging. Together, schools will center the student experience, gather and interpret community-voice data, design research-based, equitable policy and practice changes, and create community-specific outcomes for all students that demonstrate positive youth development.
The opportunity is made possible by a grant from the Templeton Foundation. ASMSA will, specifically, explore the ethical use of generative artificial intelligence in schools while working with two other institutions to assist Challenge Success in developing model policies on the topic. In spring 2024, ASMSA students taking the survey will be asked specific questions about AI. Challenge Success will conduct “fish bowl” focus group sessions with students this spring about the topic as well. Approximately 8-10 faculty and staff will participate in the experience next year, which includes two intensive training workshops at Stanford.
Challenge Success is a non-profit affiliated with the Stanford University Graduate School of Education. The organization partners with school communities to elevate student voice and implement research-based, equity-centered strategies that improve well-being, engagement, and belonging for all K-12 students. Supporting youth mental health is more important than ever.
Bobbitt to Retire as University of Arkansas System President University of Arkansas System President Dr. Donald R. Bobbitt recently announced plans for his retirement, and the Board of Trustees of the University of Arkansas has begun a national search to find his successor. Dr. Bobbitt is anticipated to retire on or before January 15, 2025.
The University of Arkansas System is seeking candidates for its next President. The president reports to the Board of Trustees and serves as the chief executive officer of Arkansas’s largest system of higher education. The Board expects the next president to build on the robust foundation of the UA System, enhancing its fiscal strength and operational efficiency while nurturing strategic relationships statewide and beyond.
The University Arkansas Foundation Board has retained the services of Greenwood Asher and Associates to assist in the recruitment of a president. Interested individuals were encouraged to inquire by September 16, 2024, for optimal consideration.
Additional details and further updates will be available online at https://uasys.edu/presidentialsearch/.
Quintanilla serves as U.S. Senate Page
Katherine Quintanilla, an ASMSA senior, traded in the scenes of the Hot Springs campus for the opportunity to navigate the corridors of the U.S. Capitol as a Senate Page this summer. Quintanilla served as one of 52 Senate Pages who prepared the U.S. Senate chamber for the day’s business by distributing documents to senators’ desks, assisting in the cloakrooms, supporting chamber staff, and – when Congress was in session – sitting near the dais waiting to help members delivering remarks or casting votes. The 17-year-old originally from Nashville, Arkansas earned her appointment to the position from U.S. Senator John Boozman (R-AR).
Quintanilla is an active member of the Future Business Leaders of America and participated in Arkansas Girls State earlier this summer. She also founded the Syrian Emergency Task Force club at her school, which advocates for an end to the civil war in Syria and collaborates with other chapters in the state to promote humanitarian assistance for victims. Katherine is the daughter of Carlos and Berta Quintanilla. The Senate Page program started in 1829 when Senator Daniel Webster appointed the first Senate Page. Today, the program is a unique, highly
selective opportunity for high school juniors with a strong academic standing to learn firsthand about the institution often referred to as “the world’s greatest deliberative body.”
Five Faculty Earn Ranks in 2024 Faculty Advancement Plan Cohort
Five ASMSA faculty members have earned promotions through the school’s Faculty Advancement Plan. Faculty members who were promoted beginning in the upcoming academic year, including their highest degree and department, are: Elizabeth Brown, Master of Arts, Arts and Humanities, Instructor of Excellence; Mary Leigh, Ph.D., Arts and Humanities, Instructor of Excellence; Brian Isbell, Master of Fine Arts, Arts and Humanities, Instructor of Excellence; Allyn Dodd, Ph.D., Science, Instructor of Distinction; and Burt Hollandsworth, Ph.D., Science, Instructor of Distinction.
The Faculty Advancement Plan includes three faculty ranks Instructor, Instructor of Distinction, and Instructor of Excellence. Instructor is the entry-level rank for all new full-time faculty members. Instructors may apply for the higher ranks by attaining points based on a rubric that considers the faculty members’ campus involvement and accomplishments both within and outside of the classroom. The plan is designed to empower faculty members to reach their full potential through goal setting and recognition of excellence. In addition to developing depth within their content area, the plan emphasized breadth and balance across three domains academic, service and professional achievements. It provides a $5,000 to $10,000 financial benefit for those who complete the process.
Students Selected for NSLI-Y, CBYX
Four ASMSA students used special opportunities in both Summer 2024 and over the next school year to expand their language capabilities and explore new cultures. Three students two recent Class of 2024 graduates and one member of the Class of 2026 traveled abroad during the summer for language and culture immersion programs sponsored by the National Security Language Initiative for Youth (NSLI-Y). The fourth student will spend a full academic year in Germany through the Congress Bundestag Youth Exchange (CBYX) program.
Participating in NSLI-Y programs this past summer were Emily Xiong and Ivy Hong, both who recently graduated as part of the Class of 2024, and Matthew Patella of the Class of 2026. Xiong studied Mandarin Chinese through a virtual program before spending six weeks with a host family in Taiwan. Hong participated in a Korean language program in Seoul, Korea, sponsored by the International Education Resource Network (iEARN). Patella traveled to Ankara, Turkey, to study Turkish at the Tomer University of Language at the University of Ankara. Vasily Nedosekin, who completed his first year at ASMSA as a sophomore, will spend a full academic year as a student in Germany as part of the CBYX program. He will live with a host family, attending high school there before returning to ASMSA to complete his final two years of American high school.
ASMSA Esports Team Second in Hawaii Invitation Tournament
ASMSA placed second in the ‘Iolani Esports Invitational hosted by the ‘Iolani School in Honolulu, Hawaii. The contest featured high school esports teams from Hawaii and the mainland United States in a League of Legends exhibition contest on July 26-28. League of Legends is an online multiplayer fantasy battle game that uses team-based strategies. Members of the ASMSA team included junior Tristan Henson of Maumelle, senior Gage Carr of Paris, senior Thor Seay of Hot Springs, senior Jonathan Tucker of Batesville, senior Lane De Foor of Hot Springs, and 2024 graduate Andrew Nguyen of Sherwood. The ‘Iolani Esports Invitational is a student-led tournament. Its goals include emphasizing community, fostering regional connections and nurturing teamwork, strategy, and critical thinking skills while also promoting physical wellbeing. The ‘Iolani School is a college preparatory school for students in kindergarten through 12th grade in Honolulu. Teams who competed in the event were provided room and board on campus.
Alderdice Launches New Weekly Podcast
Director Alderdice has recently started a weekly podcast series titled “A Slice with ‘Dice.” The audio essays focus on a variety of topics related to education, talent development, current research, and other topics that are at the intersection of education, policy, and economic development in Arkansas. The podcast is available on all major streaming platforms. Additional information is available online at https://alderdice.buzzsprout.com/
Strategy 1.5: Provide valuable and engaging learning opportunities to students, educators, and districts across the state through a di verse portfolio of outreach, enrichment, digital learning, and educator development programs that involve all members of the ASMSA community.
The Office of Admissions piloted the ASMSATIP (Talent Identification Program) and served more than 250 7thgrade students in the first year. STEM Pathways set a record of just under 4,000 students and educators served by the program this year. Interest in the Summer@ASMSA programs grew significantly, with 250 applications and commitments to enroll 140 campers.
We expect to see a shift from the concept of “outreach” to “talent development” as ASMSATIP enters its second year. The program will expand to include students in 6th, 7th, and 8th grades with outofschool enrichment programs and parent engagement experie nces aligning more closely to this intentionality. Study will continue to how best to leverage the Online Course Choice System that ADE will implement in the 202526 academic year.
Strategy 1.4: Focus on faculty growth and continuous imp rovement by offering expanded professional development, asserting leadership in instructional strategies, identifying contact points to interact with fellow educators, and sharing our best practices with national audiences.
Strategy 1.3: Foster inclusive and diverse learning environments through ASMSA’s hiring pra ctices, instructional strategies, and student support systems that remove systemic barriers to equity within our community of learning.
Strategy 1.2: Fully embrace ASMSA’s arts mission by expanding an institutional culture of visual and performing arts through encouraging student talents, abilities, and creativity.
Strategy 1.1: Continue to build on ASMSA’s facultysupported model for student research, inquiry, and creative expression while seeking out expanded partnerships that engage talented young people wit h leading scholars, professionals, and organizations.
Goal
TEACHING AND LEARNING
The new $50,000 teacher salary under the
LEARNS
Act has created additional pressure to assess our baseline salaries, even with implementation of the Faculty Advancement Plan. Advancement has now resulted in average faculty salaries of $70,000 per year. Almost twothirds of faculty hav e achieved at least one rank of advancement. With ASMSA’s Cognia 5year accreditation complete, attention will return to seeking STEM Certification through Cognia. This process is in addition to the usual accreditation and will be led by the Associate D ean for STEM as well as faculty. ASMSA will apply again to seek Exemplary School status from the Arts Schools Network.
Academic leadership and support staff continue to explore best practices toward course placement and appropriate points of entry into the ASMSA curriculum for students from diverse backgrounds, notably those who may come from underresourced districts. Faculty continue to refine the chemistry course sequences to position students for success based on prior experiences and long term STEM goa ls. As the HELIX program matures, we will continue to refine the overall curriculum and pathways for students in this experience. The goal continues to be to address this group’s needs while not otherizing these sophomores. Re finements have been made for placement in CARC and first semester math courses. ASMSA will also conduct a research study on college placement and scholarships based on ACT scores
Roughly onequarter of ASMSA students participated in the wind, string, or choir ensembles this past year a high mark for the programs. Both the Wind Ensemble and Choir programs took top honors at the state 3A competition. A refreshed approach to choir seems to have resulted in greater student interest.
Discussion of the Music P.O.D. was delayed after a new instructor withdrew prior to the start of the fall semester. With a full complement of faculty and courses available, that conversation will pick u p this year. We will continue to define goals and expectations for the choir program to ensure it offers students robust opportunities for study and performance.
ASMSA’s collaboration with UAMS continues to create exceptional opportunities for students to engage in meaningful external research programs while also positioning students for presentations and nation al competitions. Art P.O.D. students now complete a twocourse sequence in senior year focusing on portfolio development and studio wo rk.
ASMSA will allocate additional resources for transportation to Little Rock. This should addre ss some of the growing pains associated with the UAMS partnership while opening the doors for expansion through additional UAMS placements or working with partners such as UALittle Rock, the Little Rock Technology Park, or other entities.
Progress
Next
Steps
Cultivate a culture of dynamic teaching and learning that empowers young people to identify their passions for research, inquiry, and creative expression, develop the selfdiscipline necessary for success, as well as grow in their identity as emerging prac titioners and professionals.
4 (202324) PROGRESS
Strategy 2.6: Continue to involve students as full stakeholders in dis cussions on institutional policy and campus planning so that decisionmaking is studentcentered.
The Student Government Association continues to be excellent partners in seeking feedback and avenues for change on campus policies. The EBoard and “finaliz ation committee” proactively finds common space for agreement on policies. As attention turns to discussion of a new Fitness Center, we hope to place students in leadership roles for the development of this and other campus spaces. Their voice is essentia l in the development of the overall 2033 Facilities Plan.
Strategy 2.5: Invest in staffing models and resources that reinforce the professionalism of and essential role played by Student Life Staff who employ best practices in fostering an inclusive and engaging residential commun ity.
Staffing livein Student Life positions continues to be a challenge across all of higher education as well as for ASMSA based on the unique needs of our residential experience. Contributing factors include the lack of staff apartments, not being on a university campus, and desirability of working with minors. Revisions to the staffing model will be implemented in which REC positions are available to both bachelor’s degree holders as well as those with Master’s . Operational roles (desk, transportation, etc. ) will shift to new jobs to allow for prioritization of student development and parent engagement .
Strategy 2.4: Create an atmosphere conducive to healthy conversations about mental and emotional wellbeing by providing studentcentered services and programs that address the natural challenges of both adolescence and the rigors of the ASMSA experience .
Monthly data on access to mental health programs continue to highlight that nearly half of the student body makes use of these services. Affinity group participation did decline this year, as staff continues to explore ways to create space for the se needs.
Academic leadership plans to focus in the year ahead on developing supports that strengthen students’ executive functioning skills. ASMSA will follow research and a pilot instrument that is in development by UConn on this topic within gifted and talented students.
Strategy 2.3: Emphasize healthy habits as important components of physical wellbeing through campus programming and activities t hat support play, physical development, and balanced nutrition.
ASMSA’s food service provider Aladdin brought their dietician to campus multiple times this year for sessions with both students and staff. They continue to receive feedback from campus on dining options that support balanced eating. Club sports like Ulti mate Frisbee, soccer, and basketball continue to be areas of student activity with strong interest. The loss of the Fitness Center in exiting the hospital does create a point of concern for the next few years until a replacement is available. Staff have s olicited quotes from local gyms that could still provide space for student exercise and training. A working group on Extracurricular Excellence will continue to explore the role sports and athletics play in the overall student experience and recruitment.
Strategy 2.2: Ensure that diversity, equity, inclusion, and mutual respect for all characterize our campus culture and climate. A vari ety of data points within the Challenge Success survey data demonstrate ASMSA’s leadership among benchmark institutions. Staff educated students and families on the implications of the Given Name Act as well as processes for affirming student’s identitie s within the scope of the state law.
Questions came up this summer on how best to fill gaps for students whose parents are not as engaged in their educational progress as direct advocates. Parents who keep their students' needs in the forefront are great partners; however, we must ensure that all students receive the same levels of proactive support that ensures their success.
Strategy 2.1: Implement a Student Development Curriculum that focuses on socialemotional learning, leadership development, digital citizenship, healthy relationships, and other topics that recognize students’ needs as maturing young adults and engaged me mbers of a community.
Student Development programs are still applied more indirectly until we have a full complement of staff in place. Insights from the Challenge Success survey continue to help understand student needs as well as how to prioritize areas of support and engagement.
With a clearer sense of the Student Success Framework in place, we will look for opportunities to both connect and align it with the Student Development Curriculum. One scenario being considered is to build a singular vision f or how students are supported and engaged in the across the combined classroom and residential experience s.
Goal Progress
Next Steps
Maximize the full potential of the oncampus experience by affirming the centrality of residential life in creating a livinglearning community that connects students beyond the classroom, assists in developing them as whole people, and prepares these futu re leaders for successful and fulfilling lives through building sustainable skills and mindsets.
STUDENT DEVELOPMENT
4 (2 02324) PROGRESS
Strategy 3.5: Continue to ensure equity in access for geographically, economically, and racially diverse students who face opportunity gaps and do not share the same level of pr eparatory experiences and support as some of their peers.
Admissions saw an unexpected increase in male candidates for admission, reversing historic trends. School leadership closely followed the US Supreme Court’s decision not to hear a case involving T homas Jefferson HS in Virginia, which is a selective institution and NCSSS peer. TJ’s approach is a potential path for still ensuring equity in access.
ASMSA will continue to strive for twothirds of all counties and all 35 state senatorial districts refl ected in enrollment. We will return to conversations about an Associate of Arts pathway that would also mirror transitional scholarships programs between twoyear colleges in the UASystem to students enrolling at UAFayetteville. ASMSATIP programs also seek to create an extended pipeline of students from across the state who may be best positioned for the residential experience.
Strategy 3.4: Continue the sophomore early entrance pilot program to determine its overall effectiveness and potentia l for future expansion as a means of supporting students in need of academic acceleration and intellectual peers.
The Sophomore Work Group completed a preliminary assessment of the Pilot Program, which completed Year 5 and exited that stage in Spring 2024 . The sophomore point of entry must continue to maintain higher standards than even typical admission; however, the group continues to evaluate the intentionality and points of differentiation between Early Entrance and HELIX.
Much of the discussion wit hin the Sophomore Work Group has been on how to best reflect the specific needs of the Early Entrance and HELIX students in the “background” of their experience rather than the distinctions being prominent. This switch would reflect the school’s approach to our “transitional” and “transformational” paradigm in standard admissions.
Strategy 3.3: Explore alternative enrollment models such as commuter options and online programs that recognize students’ and families’ individual needs, thereby increasing access to ASMSA’s quality pr ograms. Ten instructors have completed Advanced Placement Summer Institute (APSI) training in order to gain eligibility to teach AP courses while also using the experience to assess how closely the classes align to the current iterations of concurrent versions of the courses.
All enrollment growth is dependent on specific state funding increases to support additional students with a minimal investment of $7,500 per student. ASMSA will continue to explore options beyond the residential experience that do not dimini sh or draw interest away from the residential experience. This discussion includes day/commuter programs well as a fullyonline option.
Strategy 3.2: Strengthen curricular options, methods of engagement, and unique experiences for students in the arts while developing recruitment and admissions procedures directed toward students with specific arts interes ts.
Academic leadership and SSCs continued to refine the expectations and course pathways for students enrolled in the Visual Arts and Design Program of Distinction (P.O.D.). This framework continues to ensure that students have access to at least 10 art s courses across their ASMSA experience.
As mentioned previously, faculty and academic leadership will continue the exploration of a Music P.O.D. Admissions is exploring ways to best assess student interest in the Art P.O.D. during the application stage through submission of supplemental works for review.
Strategy 3.1: Work with members of the Arkansas General Assembly, University of Arkansas System, and other ASMSA stakeholders to develop and implement a sustainable funding formula that enables the school to increase enrollment.
ASMSA leadership conducted an analysis of the school’s perpupil expenditures across the residential experience and STEM Pathways. While residential expenses are higher than typical students statewide, the cost is directly attributed to living on campus a t no cost. Overall perpupil across the 750 FTE students by ASMSA is approximately $15,000, which aligns to state spending.
Amid Governor Sanders’ commitment to “fund students not systems”, ASMSA hopes to open a conversation to increase funding support in the 95th General Assembly through one of three pathways: a manual increase to RSA to support 40 additional students, a revision to legislation that ties RSA to the roughly $7,500 perpupil funding, or alternative models that would allow ASMSA to access th e Educational Freedom Accounts.
Goal Progress
Next Steps
Expand enrollment to serve more students statewide through targeted growth models that re flect our commitment to stewardship of the public investment in ASMSA.
ENROLLMENT GROWTH
4 (202324) PROGRESS
Strategy 4.6: Explore methods to reach varied audiences by using traditional and evolving media to provide a snapshot of daily life and learning on campus, celebrate achievement, and articulate a full narrative of the unique opportunities and experiences available exclusively at ASMSA.
Programming and events associated with the 2024 Solar Eclipse created a variety of opport unities to highlight ASMSA, STEM education, and students interested in astronomy. Two articles highlighting the October campus event in statewide media were points of pride for the year. DemocratGazette columnist Rex Nelson also profiled ASMSA in three separate pieces for the Voices section. The KATV college readiness week interviews continued to be meaningful exposure.
ASMSA looks to continue the success of SGA’s “Weekly Wave” videos by providing support for content development. Public Affairs will wo rk with Admissions to develop additional authentic, studentproduced content. This may include “Instagram takeovers” and other approaches that move beyond purely institution content.
Strategy 4.5: Prioritize fundraising efforts to reflect th e ASMSA Foundation’s commitment to direct student support, faculty innovation, programmatic development, and facilities needs.
The 30th Anniversary Gala, a new Esports endowment, and headway with new foundation partners were highlights for the year. Phila nthropic partners have Interest in STEM Pathways as a means of growing impact toward new state investment,
Investment in an Annual Giving Coordinator will allow for additional focus in development efforts. The Foundation Fund Board of Ambassadors will see k to grow members, bringing in new and diverse statewide perspectives. Staff will develop intentional areas to direct alumni giving.
Strategy 4.4: Expand ASMSA’s position in the Hot Springs community as a hub for educational discussions, cultural enhancement, intellectual debate, and economic development.
As we enter a postpandemic era, use of the CIC by commun ity groups increased dramatically over the past year. Utilization reached the level campus leaders originally envisioned in developing the Oaklawn Foundation Community Center
ASMSA will look to expand on partnerships with groups like the Hot Springs Area Community Foundation, Leadership Hot Springs, Documentary Film Festival, Low Key Arts, Cultural Alliance, Sister City Program, and others to develop shared events.
Strategy 4.3: Utilize the ASMSA Parents Association and Parents Advisory Council to promote direct communication, gain insights on family needs, and represent ASMSA daily in communities across the state. Monthly PAC sessions via Zoom created space for campus leadership and other staff to openly dialogue with families. Parents played a critical role in providing feedback for analysis as part of the Cognia accreditation.
The ASMSA Foundation will seek to be tter engage parents in fundraising efforts and other programs. Parents are accustomed to playing a direct role in programmatic funding and support at their sending school as “boosters,” which should not change. Parents will also be pivotal in leg islative discussions.
Strategy 4.2: Reinforce to legislators and other leaders the value of the state’s commitment to talented young people so that the decisionmakers understand their return on investment in ASMSA.
ASMSA hosted local legislators, members of the Board of Trustees, and UA System officials for a campus visit in October 2023. In addition to a luncheon with staff and students, panels highlighted the various facets of the Student Success Framework along with the continued physical tran sformation of campus.
We will continue to center ASMSA within the school choice conversation that is a priority for state legislators and the Governor. Staff plan to leverage the impact study, cost analysis, and other documents to refine talking points on ASMSA’s value proposi tion for the state.
Strategy 4.1: Develop a framework for alumni to share perspective and experience that supports students’ personal and professional development in addition to institutional advancement.
Monthly email newsletters continue to highli ght institutional developments, alumni profiles, student successes, and upcoming campus events of interest to alumni. Focused regional events in Little Rock and northwest Arkansas provided opportunities for alumni to engage in person in addition to the Ho mecoming weekend event in October. ASMSA has also developed a template for hosting alumni reunions on campus, piloting the approach for the Class of 2014
The new Coordinator for Annual Giving and Alumni Relations will work with AAFA members to deve lop a more formalized structure and bylaws for the organization as well as a National Alumni Advisory Council that supports participation by alumni no matter where they live. Campus will also look forward to celebrating the 30th anniversary of the Charter Class’s graduation in 2025.
Goal
Progress
Next Steps
Strengt hen internal and external partnerships with local, state, and national stakeholders that create committed and vocal advocates for the essential leadership role that ASMSA plays within Arkansas education as well as economic and community development.
ADVOCACY AND PARTNERSHIPS
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Strategy 5.5: Advocate for the creation of a Public Residential Schools Facilities Fund by the Arkansas General Assembly that brings ASMSA into parity with other public high schools.
ASMSA leadership has cont inued discussions with University of Arkansas System officials on pursing this legislation in the upcoming session.
Campus leadership has identified funding support for capital projects as its greatest need from the Board of Visitors in the year ahead, wi th a goal of engaging with the Governor and local legislators toward proposing a bill for the 95th General Assembly in 2025. ASMSA will study how the bill might benefit other programs such as the Schools for the Deaf and Visually Impaired.
Strategy 5.4: Expand and create student residences as well as shared and recreational spaces to fully support the emotional, social, physical, and academic needs of students.
An offer was made to purchase the former Mountain Valley Warehouse building alo ng Cedar Street to be used as a future site for a gymnasium; however, the owner accepted an offer from a different group. ASMSA now owns the “Back 40” space behind the Student Center and is exploring turning the area into greenspace for play.
Based on fac ilities funding for the Schools for the Deaf and Blind, ASMSA will continue to advocate for additional funding toward expanded campus housing. Approximately 4,000 of the 20,000 square feet project would be allocated to either a fitness center or Learning Lab (shared study and collaboration space).
Strategy 5.3: Formalize steps that will lead to vacating the former hospital complex by creating a plan to transfer teacher offices, maintenance, and other programs to permanent locations using new or existing facilities.
Discussions took place across campus and within individual units on how best to manage the transition of operational offices to the new Campus Administration Building while relocating faculty from the Pine Wing to the current Academic and Administration Building. Th e move will be completed this August.
A full renovation of the first floor the Academic and Administration Building had to be set aside due to construction delays on the CAB. ASMSA is still positioned to return ownership of the hospital complex to the City of Hot Springs on December 31, 2024. The City has 30 months to complete the demolition. Campus leadership is also exploring renaming the current Academic and Administration Building, which has traditionally been referred to as “Admin.”
Strategy 5.2: Initiate efforts to expand ASMSA’s dedicate d arts facilities in collaboration with community partners that lead to the full realization of the school’s legislated arts mission.
Outside of small projects as the City navigates the demolition of the hospital complex, the soon to be empty space is eye d specifically for the development of an Arts zone of campus to complement the Residential and Academic zones. Given rising construction costs, the plan would likely include separate Visual and Performing Arts facilities.
Campus leaders and Foundation off icials will engage with both local and statewide philanthropists to discuss these needs in the year ahead. Campus will work with oncall architects to solidify preliminary cost estimates for both facilities as well as begin to reach consensus on the size of both facilities.
Strategy 5.1: Review and update the Campus Master Plan to redevelop a facilities growth pathway in accordance with institutional needs.
Campuswide discussions continued on broad elements of the 2033 Facilities Plan, though the most pressing issue was the steps to vacate the hospital complex. Survey data from nearly 200 stakeholders highlighted key areas of emphasis in the upcoming plan, with priorities being placed on spaces for visual and performing arts, wellness and physical activity, as well as addit ional housing to grow enrollment.
Work will continue in earnest on the 2033 Facilities Plan, with a goal to release a physical, digital, and web version in advance of the 95th General Assembly in January 2025. Internal discussions on the plan will pick up in September followed by a preview and discussion with the Board of Visitors in December 2024 and Board of Trustees in early 2025. 2033 was selected as it represents the 40th anniversary of ASMSA
Next Steps
Grow facilities and implement longrange strategies to meet the needs of expanded enrollment, academic experiences, student life, recreation, and community engagement. Goal Progress
FACILITIES EXPANSION
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Academic Affairs
September 2024 Quarterly Report
Stuart Flynn, Dean of Academic Affairs
Ten-month employees reported to campus on August 1st for back-to-school activities, including professional development sessions from August 5th-7th. This year, we compressed the professional development schedule into three days in consideration of the time required to move administrative staff from the Academic Building to the new Campus Administration Building and to move faculty from old offices in the Pine Building to those offices in the Academic Building that were once occupied by administrative staff. In December, we will return the Pine Building and the rest of the old hospital complex to the City of Hot Springs for eventual demolition. Following these faculty/staff moves, Sophomores and Juniors moved into the Student Center on August 10th We conducted orientation sessions with new students and returning Juniors from August 12th-16th, and Seniors moved into the Student Center on August 17th. Our first day of classes was August 19th, and we began that day with student photos and an assembly to mark the start of the Fall 2024 Semester.
By
the Numbers
● Four ASMSA students recognized as semifinalists by the National Merit Scholarship Corporation.
● Three new instructors: Cody Ford (Music), Eiko Koizumi (Math), Tracy Lewis (Computer Science).
● Twenty-four students in the Visual Arts & Design P.O.D.
● Ninety colleges to attend ASMA’s Fall College Fair.
Arkansas Department of Higher Education Concurrent Policy
Recent revisions to concurrent policy by the Arkansas Higher Education Coordinating Board removed restrictions that limited Arkansas high school students to Freshman and Sophomore level coursework. These changes should allow high school students to access upper-level college coursework for credit, expanding opportunities beyond those core courses taken to satisfy basic university requirements. ASMSA partners with the University of Arkansas-Fort Smith (UAFS) to offer concurrent credit courses to students, and, in August, ASMSA academic leadership began discussions with the UAFS Associate Provost about the possibility that ASMSA students could have access to more specialized coursework in UAFS’s course catalog, including 3000 level courses that would enable ASMSA students to make even greater progress toward their preferred degree programs while they expand and deepen their knowledge in ways only possible with upper-level content. UAFS academic leadership and faculty will soon begin discussions to clarify how their academic programs will apply these new policies to their formalized agreements with their concurrent partners, and once UAFS clarifies future policy, ASMSA
academic leadership will propose consideration of both novel courses that we have not yet taught and existing courses from our course catalog that match current upper-level UAFS offerings.
Music P.O.D (Program of Distinction)
As ASMSA’s wind and string ensembles have grown in numbers during the past several years while also receiving recognition for their outstanding performances through the Arkansas School Band and Orchestra Association and the Arkansas Choral Directors Association, it has become clear that ASMSA needs a specialized path for students to study and perform music through a dedicated program. Starting in Spring 2024, ASMSA music faculty and academic leadership began curriculum planning discussions, and current music faculty completed Music P.O.D curriculum revisions over the summer, so we are ready to welcome the first class of Music P.O.D. students in Fall 2025. Music P.O.D planning also involved collaboration with ASMSA’s Department of Admissions to develop recruiting strategies, including how to communicate Music P.O.D opportunities to prospective students and families and processes to select those students for admission. The Music P.O.D. curriculum will include fundamentals courses, surveys, theory courses, applied lessons, ensemble work, studio work, and solo/group recitals and concerts.
STEM Course Sequences
During the 2023-24 school year, STEM academic leadership created course flow charts in Biology, Chemistry, and Physics to help guide Student Success Coordinators (SSCs) in their advising decisions. These charts have simplified the course choice decision process for those subject areas by specifying course paths for students, depending on their interests and abilities, and, this year, we plan to begin work on new course sequence charts that will further assist SSCs and students as they create course plans that will best position STEM students in preparation for the future coursework necessary for students’ intended college degree plans.
Academic Intervention Strategies
ASMSA is committed to serving those gifted and talented students who must manage disabling conditions, and our experience indicates that students with spectrum diagnoses and executive functioning challenges need interventions that go beyond what is typical for students who receive academic accommodations under 504 plans. ASMSA’s academic support team, in collaboration with counselors and residential life staff, will be exploring intervention strategies specifically intended to help students who struggle with perfectionism, procrastination, and work paralysis due to anxiety, depression, and executive functioning obstacles. These interventions will include twice weekly meetings with Student Success Coordinators to set work goals and to discuss organizational and motivational strategies, monitored study sessions, attendance at the ASMSA Study Center, weekly parent contact, and weekend check-ins to confirm progress on assignments and long-term projects.
Student Government Association
September
2024 Quarterly Report
Karilynn Arellano, SGA President
SGA has started the year strong by hosting many events and holding fall representative elections. Furthermore, the Executive Board has been meeting weekly to address crucial matters for this year, including the possibility of reinstating the food committee, fundraising, potentially organizing a haunted house, and discussing Fall Fest. With such outstanding representatives and students this year, we are confident that we will have a wonderful academic year filled with fun, learning, and success.
By the Numbers
● Overall there were a total of 35 candidates that ran for sophomore, junior, and senior fall representatives. Sophomore representatives had 6 candidates, while juniors had 22 candidates.
● Also, because there were not enough senior representatives who ran last year, we decided to open up applications for seniors interested in running. We had a total of 5 candidates for senior representatives.
● This year there were 171 responses for the fall representative elections which was an increase from last year's response of 147. The elections were a success, and SGA is pleased the voting turnout increased this year and hopes for the same in the spring semester.
● Our SGA fund currently has $1,200 saved from what the Executive Board left us last year.
Reinstating Food Committee
This year, SGA would like to reinstate the food committee after several students voiced a desire for more food alternatives. The Executive Board has spoken with Mr. Terry, the cafeteria head, and he strongly recommends that we reestablish this committee. He believes it is critical to gather feedback from our students so that everyone is pleased with what they are offered. Our next step will be to speak with Dean Morris to see if this committee will be approved. If it is approved, our Parliamentarian will add the Food Committee to the constitution to reestablish it. Furthermore, SGA has many current representatives who want to be engaged in this committee because it is a vital factor in meeting all students' needs.
Events Hosted
During Splash Week, SGA held a fun water activities day. On a hot summer day, students enjoyed a water balloon fight, a water relay race, and some ice pops. Students were randomly assigned to teams for the relay race so they could bond with peers they had not previously met. During the same Splash Weekend, the Executive Board held a Kahoot night, which was wellattended by many. The Kahoot included questions about handbooks, school rules, and ASMSArelated fun facts. The prizes offered made for a very competitive night. Lastly, we hosted Senior
Sunrise on the first day of school. Originally Senior Sunrise was going to be at Linden Park at 6 in the morning. Unfortunately, due to weather conditions, the event was rescheduled until later that day. Because it poured that day, the decision was made to hold the senior sunrise outside the cafeteria. There were donuts, envelopes to write a letter to your future self, and posters for students to take pictures with.
Weekly Wave
Weekly Wave has remained a major source of communication at ASMSA. It informs students and parents about the various events, awards received, and competitions that are being held. Although there was some disagreement about maintaining the weekly wave last year, SGA decided to keep it since it is important to the ASMSA community. Weekly Wave was filmed at the CIC last year, while this year's first video will be filmed in CAB.
Next Month
After much discussion with the Executive Board, we decided to host Fall Fest during Homecoming weekend. Fall Fest is a great way to help clubs fundraise for themselves, and since SGA gets a certain percentage of the funding, we anticipate earning a good amount of fundraising money this fall. We will employ the same ticket system as last year, with students exchanging money for tickets. These tickets could then be used to purchase products at Fall Fest. Since it is homecoming weekend, this serves as an opportunity not only to get fundraising money from students but from alumni as well. SGA is currently debating if we should host a haunted house this fall. Reason being there are several challenges that come with preparing for this event. This includes determining the location, actors, and decorations. SGA hopes to have a clearer goal for what will be done to put this event into motion.
Office of Admissions and Outreach
September 2024 Quarterly Report
Jason Hudnell, Director of Admissions
October 1, 2024, will mark the opening of the 2025 Admissions Application. The Admissions office is proud of the incoming Fall 2024 cohort of students and will provide details regarding the incoming cohort in this report. This admissions quarterly report will also update stakeholders in regard to Outreach activities as well as data from the inaugural year of ASMSATIP.
By
the Numbers (Data from June 1-September 30)
• 115 new students invited to attend ASMSA beginning Fall 2024
• 60 Females/55 Males
• 86 incoming juniors
• 29 incoming sophomores
Incoming Cohort for Fall 2024
A total of 115 students have been invited to join ASMSA, with a fairly balanced gender distribution of 60 females and 55 males. This cohort reflects the commitment of ASMSA to embrace a diverse student body. Of the incoming students, 64% identify as white, 16% as Asian American, 8% as African American, 7% as Hispanic, and 5% as multiracial. The students come from 43 different counties across Arkansas, demonstrating ASMSA's reach and impact on communities throughout the state. A significant portion of the incoming class, 44%, has identified as receiving Free or Reduced Lunch at their sending schools. The cohort is composed of 86 juniors and 29 sophomores.
The selected admissions pathways for this incoming class further illustrate the diverse academic strengths and interests of the students. 69 students were admitted through Standard Admission, 17 through Early Entrance, 12 through the H.E.L.I.X. program, 6 as Super Juniors, and 11 through the Art POD program.
ASMSA Upcoming Recruiting Events
ASMSA continues to prioritize outreach and recruitment efforts to attract top-tier students from across the state. Since July 1, 22 families have taken personal tours of the ASMSA campus, allowing them to experience the school’s environment and offerings firsthand. These tours provide prospective students and their families with a personalized introduction to ASMSA’s unique academic and residential life.
Looking ahead, ASMSA has a robust schedule of upcoming recruitment events designed to engage with potential students and their families. These events include three Preview Days, which offer a comprehensive overview of the ASMSA experience, five Shadow Stays, where
prospective students can immerse themselves in a day at ASMSA alongside current students, and nine Virtual Q&A sessions with the Director of Admissions. The Virtual Q&A sessions are particularly valuable for families who may be unable to visit the campus in person, ensuring that ASMSA’s recruitment efforts are accessible to all interested students, regardless of geographic location.
Outreach
In June, ASMSA Outreach hosted Summer@ASMSA. Out of a pool of 229 applicants, 142 7th9th grade students were invited to attend 6 camp content areas: Environmental Science & BioTechnology, Japanese Language & Culture, 7th/8th grade Engineering, 9th grade Engineering, Visual & Studio Arts, and Ignite– a camp showcasing a variety of interest areas including theater, computer science, engineering, writing, chemistry, and music.
In August, the Outreach Coordinator began scheduling field trips and other community activities across the state.
In September, ASMSA Outreach will participate in Tinkerfest in Little Rock, host a MASH-Up on campus, and visit Northwest Arkansas for a field trip that will serve 240 GT students from 5 districts in the area.
ASMSA-TIP
In June, ASMSA-TIP recognized 136 participants for their performance on the 2023-2024 ACT. 24 students received ASMSA’s Distinguished Recognition, which corresponded to an ACT score of 24 or higher.
ASMSA-TIP has expanded to serve 6th-8th grade students and their families with a variety of pathways and opportunities for engagement both in-person and virtually. Taking the ACT as an above-level test remains foundational to the 7th and 8th grade ASMSA-TIP experience. The 2024-2025 program officially launched on August 30th and we currently have over 130 students enrolled. Programming for ASMSA-TIP will begin in earnest in September with, among other events, an ACT debrief for Alumni and an Executive Functioning workshop for students and parents.
Office of Human Resources
September
2024 Quarterly Report
Dr. Tara Hines-McCoy, Director of Human Resources and Campus Culture
The ASMSA Office of Human Resources completed recruitment efforts for FY24, updated the Employee Handbook and Faculty Advancement Plan for FY24, and organized back to school week professional development as well as employee engagement opportunities.
By the Numbers
• Non-academic positions filled: 16 (since June 1, 2024)
• Academic positions filled: 3 (since June 1, 2024)
• Positions staffed: 18 full-time, 1 part-time (since June 1, 2024)
• Maximum attendance at back-to-school professional development: 76
Recruitment
Recruitment was completed for the upcoming academic year vacancies Positions that were successfully filled include the Director of Finance, Assistant Director of Finance, Information Technology and Operations Manager, Lead Technology Specialist, Technology Support Specialist, Director of Human Resources & Campus Culture, Maintenance & Janitorial, Residential Experience Coordinators, Residential Life Office Manager, Part Time Residential Life Weekend Desk, and three full-time instructor positions for the fall semester in Computer Science, Mathematics, and Music
The high number of openings resulted from several factors, including relocations, internal transfers within UASYS, the addition of new instructor positions, and the restructuring of the Residential Life staffing model.
Remaining positions to be filled include an additional Part Time Residential Life Weekend Desk and Student Life Weekend Transportation positions.
Employee Engagement
ASMSA will continue to hold monthly celebrations for birthdays on campus to recognize our employees and create an opportunity to interact with colleagues.
The end of the academic year was celebrated on May 30 with a catered lunch from Jimmy Johns and our annual Baggo tournament. 12 teams participated in the tournament and colleagues took the opportunity to relax and cheer on the teams.
Our back-to-school week for faculty and staff was held August 1-7. During the week, employees attended informational sessions from all areas of campus as well as a professional development session. Employees were treated to a back-to-school breakfast, a special lunch in the Dolphin
Café on August 2nd, courtesy of Director Alderdice, and a catered lunch on August 5th, courtesy of the ASMSA Foundation.
Professional Development
Professional development topics were covered with faculty and staff during the back-to-school week Participants received updates on Canvas, Campus Emergency Plan, Finance /Workday Training, and Mental Health and Wellness August 5th session ended with professional development training on The Importance of Alignment by special guest Kristen Kaufman.
Wellness Program
Mental Health and Wellness opportunities were shared during back-to-school session in August. As part of our wellness program, all employees have the benefit of 1.5 hours of paid wellness time each week. This can be used to participate in campus-based activities, fitness center usage, or exercise beginning and ending at ASMSA (such as walking, running, cycling). Alternative options are being explored for employees and students due to the exit of the hospital which resulted in the elimination of the fitness room and areas for wellness classes.
Our annual Wellness and Employee Appreciation Day will be held on October 24th Employees who reach milestone years of service will be honored with service pins and ASMSA swag items Wellness experts will be on campus offering educational and interactive wellness sessions on an array of topics. Employees will also be treated to breakfast and lunch as well as the opportunity to get their free flu shots and receive chair and hand massages.
Office of Institutional Advancement
September 2024 Quarterly Report
Ashley Bennett, Director of Institutional Advancement
Throughout the summer we developed plans for how we want to address the upcoming FY25 year for the foundation. Our focus will be on crafting personalized approaches for alumni, parents, and individual donors, tailoring our outreach to each group with intentionality. Additionally, we are emphasizing grant writing to address the specific needs of individual faculty and staff across campus. While we seek broader program support, we are committed to clear communication with faculty and staff, ensuring they know our office is dedicated to supporting their success both inside and outside the classroom. Since our last report, we have been steadfast in creating a community event on campus that will invite people onto our campus for the first time in a long time, along with welcoming alumni back and showcasing campus updates. It is our hope that through these connections, it will serve as an opportunity for both the community and alumni to understand how ASMSA plays an important role in the lives of our students and the community of Hot Springs.
By the Numbers
• $20,986 have been raised in FY25 through the date of this report.
• $121,064 in direct contributions were raised in FY24.
• With an additional $93,499 in interest and other gains, the Foundation had a total revenue of $214,535 in FY24.
Grants Requests
We are actively pursuing several grants to advance the ASMSA mission and support various campus programs. Here are some of the key initiatives currently in progress:
Winthrop Rockefeller Foundation: We have applied for support for our STEM Pathways program, which enhances educator development and strengthens the connection between teachers and AP courses in Computer Science, Biology, and Statistics.
Stone Bank: We submitted a request to continue funding for our ASMSA Talent Identification Program (TIP). This program is crucial for identifying and nurturing the academic potential of 7th-grade students and their families across Arkansas.
Elisabeth Wagner Grant: This grant will assist our students with creating films and artistic projects, fostering their creative development.
American Heart Association: We are seeking funds to replace the Automated External Defibrillator (AED) pads in our residential life building, ensuring we have up-to-date emergency medical equipment.
Wellness Grant from Oaklawn through the United Way: This grant will enable us to continue providing essential care and support for students, faculty, and staff.
Avantor Foundation: We plan to request funding for STEM lab equipment from this new partner, which supports educational science labs across the U.S. when a demonstrated need is presented.
Weyerhaeuser: We value our ongoing partnership with Weyerhaeuser and hope to secure continued support for our native garden and greenhouse initiatives. Expanding these areas could also open doors to additional grant opportunities.
These efforts reflect our commitment to enhancing educational opportunities and well-being for our students and staff, and we look forward to the positive impacts these grants will bring.
Parent Engagement
Cara and I have been continuously refining our database, distinguishing between parents and alumni. While there's still more work to be done, this effort is enabling me to establish more personalized connections with families and tailor our giving requests accordingly later this year.
Additionally, we recently hosted Family Connections Day on campus. I have been following up with the parents who attended or RSVP'd to further introduce myself and foster a deeper relationship. Our goal is to increase their engagement with the ASMSA Foundation and strengthen their involvement in our community, starting with an educational component for parents to understand their role within the foundation.
Alumni Engagement
As always, Alumni engagement stands as a cornerstone of ASMSA's success, and Cara has done a great job of trying to engage the ASMSA Alumni community. She has tailored our newsletters based on alumni feedback, focusing on their interests while highlighting how these align with the foundation’s goals. We are still working to clearly communicate the importance of financial support and demonstrate how their contributions can make a significant impact. Our aim is to gradually include more information about the tangible effects of their donations in these communications. Cara is also preparing her first alumni appeal for End-of-Year giving.
The Career Pathways program is progressing well. Cara has successfully planned the year’s schedule and secured alumni speakers for student engagement, with additional alumni expressing interest in participating in future semesters. We have also received requests from alumni living out of state who are eager to participate in virtual Career Pathways events, which we are considering implementing to broaden their involvement.
St. Joseph Hospital Farewell Ceremony
This is Institutional Advancement’s most anticipated event of the year to plan on behalf of ASMSA. The Farewell Ceremony is designed to unite various groups connected to the
hospital alumni who once lived there, former staff members, and community members born there. This event is in partnership with CHI St. Vincent because of their deep roots with the hospital. We hope that this ceremony will be an opportunity for people to reflect on their time with the hospital and be a closing of an era before we move into a new stage for ASMSA. The ceremony will offer a chance for attendees to reflect on their experiences and mark the end of an era as ASMSA transitions into a new chapter. We are thrilled to report that over seventy alumni have already RSVP'd for the Farewell Ceremony, and more than sixty for the Alumni Dinner. If these numbers continue to rise, this event could become the largest gathering of ASMSA alumni ever hosted on campus.
End-of-Year Giving
For this year's End-of-Year giving campaign, our focus will be on supporting both our music program and the alumni fund. Cara will be leading the effort with a mail appeal to alumni, highlighting the critical need for contributions to the alumni fund. Meanwhile, I will be reaching out to parents through a separate mail appeal, emphasizing the importance of their support for the foundation's continued success. Additionally, we have begun discussions of our End-of-Year touchpoint calendar to ensure a strategic and effective outreach plan.
Office of Student Life
September
2024 Quarterly Report
Rheo Morris, Ph.D., Dean of
Students
The ASMSA office of Student Life has filled two Residence Experience Coordinator positions, one transportation position, one weekend desk position, and a Residence Life Assistant position. We have recently wrapped up SGA floor elections and the Club Fair
By the Numbers
• The Licensed Professional Counselor and Licensed Masters Social Worker have conducted ninety-one individual counseling sessions for the month of August and had two crisis interventions.
• Six students were accepted into the Leadership Hot Springs youth program.
• Club registration ended with forty clubs being renewed and seventeen new clubs being created for a total of fifty-seven approved student clubs
Summer Programs
Summer camps and conferences were a success as we were able to accommodate several outside and internal camps/conferences. External groups included Arkansas’s Division of Workforce Services’ Transition Employment Project (TEP) that saw several young students learning life skills, an Advanced Statistics workshop, and a Computer Science professional development group.
The months of June and July were very busy with several internal outreach and academic camps that included Engineering for 7th/8th grade and 9th grade, Environmental Science and BioTech, Japanese Language, IGNITE, and Studio Art camps as well as College Algebra Readiness Camp (CARC), H.E.L.I.X. (Helping Elevate Low Income Students to Excellence) Twist Prep Academy, and new student orientation.
Staffing
A new staffing model was implemented to address the needs of our students and families while also better reflecting the roles of our live-in staff.
All live-in floor staff transitioned to 12-month Residence Experience Coordinators (RECs) beginning July 1st. We have noticed since COVID-19 that filling live-in positions with exceptional professionals has become even more difficult. This is not only a challenge for ASMSA but also our peer institutions in other states as well as many traditional college and university campuses. Nationally, most candidates want to be closer to family and do not necessarily want to be on the front line if we face something similar. Unfortunately, we also face the additional challenges of not being located in college town as well as not having staff housing spaces that were designed to recruit for and sustain the level of professionalism we seek in our
personnel. Additionally, working with minors has its own set of expectations. As a result, many of our Residential Mentors (RM) have had to step into the role of REC to serve our students and ensure continuity of operations.
To reinforce the developmental roles of the RECs, we transitioned some of the Residential Mentor (RM) positions to a number of non-residential support roles within the department. These included a full-time weekday transportation position, part-time weekend transportation position(s), and part-time weekend desk assistant(s). These positions will help refocus the responsibilities of live-in staff so they can be best available for our students, families, and residential programming.
Mental Health Hub
To close out the 2023-2024 year, The Licensed Professional Counselor and Licensed Master’s Social Worker conducted 187 individual counseling sessions and 4 group sessions for the month of April. They conducted 74 individual counseling sessions and 1 group session in the month of May.
For the 2024-2025 school year, they have met with 59 students and conducted 91 individual counseling sessions and 2 crisis interventions. Group sessions will commence in September.
We have seen an increase in the number of students who have accessed mental health services at this time of year. The 2 crisis interventions are also an increase at the beginning of the year. More students feel more comfortable sharing the concerns they may have with their mental wellbeing. They also more readily reach out to an adult for help.
Programming
Staff focused on Relationship Skills for the month of August. They did team building activities on the floor to establish floor norms. Other activities included floor speed dating to learn more about persons on the floor, a cookout host by the Community Leaders, Wacky Tacky dance, and a scavenger hunt.
We were also able to take 100 students to the University of Arkansas vs. University of Arkansas at Pine Bluff game at War Memorial stadium where ASMSA was recognized as System school. Amongst those students, were an Admissions Delegate who volunteered to wear the mascot outfit and two Student Ambassadors. These 3 students and 2 administrators were able to take the field at the beginning of game.