ASMSA Summer 2020 Tangents

A PUBLICATION OF THE ARKANSAS SCHOOL FOR MATHEMATICS, SCIENCES, AND THE ARTS

CLASS OF COVID-19

ASMSA students resilient amid pandemic’s challenges

Director Corey Alderdice Dean of Academic Affairs Stuart Flynn, J.D. Dean of Students Rheo Morris, Ph.D. Director of Finance Ashley Smith Director of Admissions Charlie Feick

The COVID-19 pandemic presented a significant set of unique challenges last semester that required a rapid transformation of the ASMSA experience in a matter of days. To suspend the residential experience—even temporarily— was an incredibly difficult decision for us as a campus because that shared, physical community is so ingrained in both our mission and identity.

ASMSA exists as a school to bring exceptional young people together for the purpose of learning. While this shift was temporary, it was no less painful to make. We will continue to provide remote learning options for students this fall who are not yet comfortable returning to campus. Both then and now, we found it essential to reinforce the beliefs at the core of ASMSA. As campus leadership, faculty, and staff developed strategies to respond, there were four critical values that emerged from our discussions that needed to be at the front of all planning and decision-making.

In the midst of the crisis, we must first prioritize the health, safety, and mental well-being of our students, faculty, and staff. Second, we will hold to the ideals of providing appropriately challenging learning opportunities for talented and motivated students while being mindful that our traditional approaches to teaching, assessment, grading, and other components of instruction will require adaptation. Third, we will reaffirm our community through shared learning, connections, and relationships utilizing digital engagement whenever possible until we are next able to all gather as a group. Finally, we will rise to these challenges collectively as both Arkansas’ premier public high school and a special investment by the people of Arkansas in the future of our state. We can do no less on all four points.

I want to commend our faculty and staff for their efforts since March. I appreciate the patience of our students and parents as we have responded to the shifting landscape as well as their resilience and shared commitment to the necessary changes that allow us to offer a modified residential experience this fall. Each group has proven repeatedly how singular their contributions are in shaping the specialness of ASMSA. Our goal remains to provide exceptional instruction, support students as they plan for life and learning after high school, carry forward with the selection of our next cohort of talented young Arkansans, and continue our outreach programs that make an impact across the state. ASMSA has always been a labbased learning environment where we embrace flexibility and rise to unknown challenges. That spirit will continue to define our campus in the coming months.

Stay safe. Wear a mask. We’re all in this together.

Corey Alderdice

Director

Director of Institutional Advancement Sara Brown, Ph.D. Board of Visitors Timothy Barnes, Chair Fletcher T. West, Vice Chair Brian Reed, Secretary Gary Dowdy Steve Faris Marlene Battle, Pharm.D. (‘97) Mary Alice Chambers Ex-Officio Representatives Arkansas Economic Development Commission Science and Technology Tom Chilton, Division Director Arkansas Division of Higher Education Maria Markham, Ph.D., Director Arkansas Department of Education Krystal Nail, Program Director, Office of Gifted and Talented and Advanced Placement Department of Arkansas Heritage Patrick Ralston, Executive Director, Arkansas Arts Council ASMSA Student Government Jacob Holmes (‘21), President Tangents is published by the Arkansas School for Mathematics, Sciences and the Arts, a campus of the University of Arkansas System.

For more information about ASMSA, visit our website at www.asmsa.org or call (501) 622-5100.

Writer and Graphic Design Donnie Sewell Photography Mike Kemp

inthisissue SUMMER 2020

Chess club a social outlet for players

Page 10

Ultimate Frisbee takes just a flick of the wrist Page 5

features 2 Getting a Head Start

ASMSA welcomes its first cohort of sophomores to campus.

#ASMSA 23 Peaceful Existence

ASMSA and Tennoji High create the Japanese Peace Project during visit.

13 Innovative Partnership 25 Knocking Down Pins Research in the Park receives NCSSS award at national meeting.

Bryan Massey (‘22) earns All-State honors at bowling tournament.

21 Net Benefits

26 From Scraps to Table

The campus expanded its internet to gigabit service in December.

Composting program cuts down on food waste from dining service.

On the Cover: Madison Esteves (‘20) and the Class of 2020 experienced a semester unlike any other in ASMSA’s history thanks to COVID-19. She and the institution did what it does best—adapt.

Story on Page 14 asmsa.org

Howard Grant Orlina (‘20) shared this photo on Instagram of the ASMSA Ocean Bowl team enjoying some time on the beach in Galveston, Texas, during their trip to the Texas Sea Grant Dolphin Challenge in February. ASMSA won the event, which serves as a regional qualifier for the National Ocean Sciences Bowl. ASMSA placed eighth at the national competition, which was held virtually in April.

1

2

Getting a Head Start

First sophomore cohort admitted to ASMSA Each August brings new faces to ASMSA’s campus as the next class of students moves into the residence hall to begin another academic year. August 2019 was similar except in one way — ASMSA welcomed its first class of sophomores to campus in addition to the incoming juniors.

The inaugural cohort of 20 sophomores is part of a five-year pilot program to grow overall enrollment and expand admission to a small group of students in need of accelerated learning opportunities. The ability to add students beyond high school juniors and seniors was included in updates to ASMSA’s enabling legislation by the Arkansas General Assembly in 2017. The goal in exploring this pathway was to ensure those students were able to receive appropriate academic challenges.

“For years, we’ve had profoundly gifted applicants in a ‘holding pattern’ through their sophomore year as they waited for this opportunity,” said ASMSA Director Corey Alderdice. “For a school such as ASMSA, we believe the emphasis should be placed on student ability and need more so than traditional timelines for learning.”

There were 33 candidates for the 20 early admission spots in the pilot cohort. Early admission requirements included a minimum unweighted GPA of 3.75 and a composite score of 27 or higher on the ACT with a minimum 24 subscore on the English, Math and Reading sections.

From discussions with peer schools in Illinois, Louisiana and Alabama, admitting students as sophomores has several advantages. A three-year experience allows the students to focus on their first year of transition into the school and establish connections with the campus community.

“This helps place a focus on the junior year in which they really begin to access the special parts of the curriculum and research. By senior year, they have an even more robust profile for college admission and scholarships,” Alderdice said.

To help the sophomore class adjust to the rigors of ASMSA, students participated in an eight-week class called “Transitions,” which was created by the Office of Student Success. Bret Vallun, one of the school’s three student success coordinators, led the course.

“The class was developed to increase their academic, career, personal and social growth as well as to get them acclimated to their new environment both academically and residentially,” Vallun said.

Vallun met with the students once a week during a lunch period. The programs covered items such as study skills, selecting a college, financial aid, scholarships, oncampus resources and daily living skills.

The meetings allowed the students to bond with each other as a group. Emma Cavaneau (’22) said between asmsa.org

Transitions and the classes like Sophomore English and Sophomore Chemistry in which they were the only students brought the group closer tougher.

“That really helped strengthen our bonds,” she said.

“We were able to help each other out in the classes. Being so close to everyone we held each other accountable and pushed each other. We knew who to go to for help. We knew we had resources that helped us fit together and it wasn’t as intense environment.”

Shawn Chen (’22) said that process began before the students had even made it to campus. They started a group chat on Instagram during the summer to introduce themselves to each other. Getting to know each other so well made it easy to seek help from each other when needed.

“It’s good when you don’t know something that you can ask some of them for help,” he said.

Vallun said he was pleased to see the sophomores build those relationships throughout the Transitions course and the remainder of the school year.

“I think that it was a strong thing to not divide them. We wanted to build a sense of camaraderie and unity amongst them. This was the first class to get through this together.

I’m glad to see that happen,” he said.

The way the students built that camaraderie carried through to more than just their classroom experience.

They made new friends with junior and senior students.

Several became involved in student groups across campus or found other ways to contribute.

“They have a volunteer spirit,” said Stuart Flynn, dean of academic affairs. “They were always interested in helping out. They practiced good attitudes. I use that word purposely as a verb. It’s something that you have to consciously do every day. They were very consistent in their work habits.

“They made positive contributions in every aspect to campus.”

Dr. Rheo Morris, dean of students, said much of the group’s successful first year can be attributed to their character. While some people may have questioned whether sophomores would be able to handle the academic rigors and the social pressures of living away from home a year earlier, the first sophomore cohort proved they could.

“They came in with a different determination from regular incoming juniors,” Morris said. “They came in with a mind-set that they could do this. They transformed their whole attitude. They generally were very positive.

“Even though some may have been concerned that sophomores may not be mature enough, their level of maturity was through the roof. This was something they were waiting for, and they were not going to do anything 3

to mess it up.” well-positioned to succeed in the classroom. It’s really That included all of them making through a spring about the discipline that they have developed. From the semester they could not have anticipated. Students very beginning we were hearing from teachers that as a were sent home for remote instruction because of the group they seemed to demonstrate a maturity beyond COVID-19 pandemic in mid-March. The entire cohort their years, and it remained consistent. They showed each maintained their coursework, and all 20 decided to return other empathy, support and kindness.” for their junior year at ASMSA. As returning juniors, they will be able to share their Kinsey Garofalo (’22) first learned about the school experiences and knowledge with the incoming juniors and from her grandparents who live in Hot Springs. She began the next cohort of sophomores. It will be an opportunity thinking about attending ASMSA while in middle school. for them to serve as leaders and mentors, even if it’s not Once her freshman year arrived, she took a more serious officially a campus leadership position. look at the school with the thought it would better prepare That knowledge will be an important resource for her for college. incoming students, Director Alderdice said.

“A lot of my decision was about college readiness and “The most significant contribution the cohort will classes and seeing what it feels like to live on campus,” make in the coming semester is bringing along the rest Garofalo said. “I also like the community aspect of it and of the Class of 2022 and building a cohesive community. having teachers who are passionate about what they are While the group has built strong relationships among teaching.” themselves, they also understand how critical it is to lay One of the most important advantages of attending the foundation and guide their peers,” he said. during their Members of this sophomore year at first sophomore ASMSA is that it cohort recognize that provides students as well. an extra year of “Socially, we’ll coursework. The first know the ropes, sophomore cohort and we’ll be able to worked on finishing communicate with core classes required other members of by the state and our class,” Cavaneau ASMSA. The extra said. “They’ll be able year will eventually to use us a resource. allow them to take Maybe they will be a broader set of less intimated asking electives in their us (than first-year junior and senior students might be years.

Dr. Rheo Morris, with seniors).

“It will allow them “I would have liked Dean of Students, on the spirt of the first to have someone on to focus on their personal interests,” sophomore cohort to be admitted to ASMSA our level to rely on. It Flynn said. “By the can be intimidating, time they get to be and it will be nice seniors, the hope is to be able to talk to that most of the classes they take will be courses that everyone who will be in our spot — both our fellow juniors inspire their imagination and lay down a foundation for and the new sophomores in the Class of 2023.” future pursuits and aspirations.”

Morris said she is proud to see this initial cohort adapt Chen said he is looking forward to get to take electives so well. that his sending school doesn’t have, such as pottery and “This group in particular have plugged in so much and modern design. Cavaneau said she is planning to take are so invested in ASMSA. These are the kids who are classes such Infectious Diseases and other biology and going to apply for student leaders, and even if they don’t, science electives she wouldn’t have been able to take they will be the ones who try to pull everybody else along,” before her senior year if at all at her sending school. she said.

“I’m very interested in math and science, especially Flynn agreed saying the will serve as good guides and biology,” she said. “I want to be a doctor, so it’s good to be mentors that they will be reassuring for both groups of able to knock out those prerequisites so I can take courses incoming students.

I’m really interested in.”

“They won’t offer just vague reassurances but specific Flynn said one of the personal advantages it will provide information on what to do and not to do. They will be able the cohort is developing good habits such as consistent to instill optimism. They have a community spirit that is discipline, time management and workload management. contagious. If years two through five go as well as year “They have experienced a full year that included a one, the program would obviously be an unqualified transition to remote instruction” he said. “They are really success,” Flynn said.

‘This group in particular have plugged in so much and are so invested in ASMSA. These are the kids who are going to apply to be student leaders, and even if they don’t, they will be the ones who try to pull everybody else along.’

4

With a

Flick

of the

Wrist

asmsa.org

5

Ultimate Frisbee a big score for students Visit the quad by the Student Center dining pavilion and you’re likely to see two of the campus’ most popular activities taking place.

The worn grass and volleyball net makes one fairly obvious. ASMSA students love volleyball. The net is almost a year-round staple.

The other likely activity is at least two people tossing a Frisbee. Watch for a few minutes and there’s no telling how many different throws you’ll see in addition to the tried-and-true backhand.

While ASMSA students may love volleyball, there is a certain group who are — some may say — obsessed with tossing the Frisbee. That’s just the beginning, however.

ASMSA’s official sport may very well be Ultimate Frisbee.

For those unfamiliar with the sport, imagine a game that mashes up parts of soccer, basketball and football.

Players pass the disc to each other in an attempt to move the Frisbee down the field for a scoring chance in an end zone. The disc can be tossed forward, sideways and backwards similar as passing goes in soccer and basketball, except the person catching the disc must stop in place and is unable to advance the disc while running.

Turnovers take place when the disc is dropped by the offense or it is caught or knocked down by the defense.

6

Scores happen when an offensive player catches the disc while it is in the air in the end zone.

The regulation field for a game of Ultimate Frisbee is roughly the size of a football field. It’s not quite as wide.

The end zones are 20 to 25 yards depending on the level of competition. Naturally that size of field doesn’t fit in the back courtyard so students walk down to Linden Park, which is located down Whittington Avenue from the campus.

ASMSA’s team uses Linden Park at least two days a week to practice. Each fall, the returning seniors go to recruit new players. In the fall of 2017, the team was short of players. Only three players including the two cocaptains were returning from the previous year. It was looking as if there may not be enough for a team.

On a Wednesday afternoon early in that fall semester, the players the team did have went to Linden Park to practice. Reed James (’20) was on his way to flag football practice, which was also being held at the park. Upon his arrival to the park, he jumped up and caught a Frisbee that was coming towards him with one hand. Whomever he tossed it to yelled that he should join Ultimate.

“I was like ‘Man, whatever’ because I was going to focus on football because I had decided I would focus on one

sport until I knew what my class levels would be like. A week later and Ultimate Frisbee had taken priority,” James said.

James soon convinced his roommate, Ryan Reynolds (’20), to come out and play. Reynolds started tossing a Frisbee with James. They’d go out to the courtyard and toss a disc during lunch and after class daily.

“I don’t know how many Frisbees we broke or stuck on the roof,” Reynolds, who became one of two co-captains on this year’s squad. “They’d get stuck, and we’d have to wait for a heavy rain or wind to blow them off.”

It was raining the first time Reynolds went out to an official practice. Rain, however, doesn’t cancel practice.

The field was soaking wet. It was cold in October, and everyone was running around having a good time and goofing around. Colin Rogers (’19) (who was one of the co-captains that season) was out there helping people. He helped me a lot just getting into it,” Reynolds said.

Esther Filipek (’20) served as the other co-captain for the most recent season. She was introduced to the game by her brother Joe (’17), who played on the team while he was at ASMSA. She was invited to play with him and his friends during summer pickup games as well as during her freshman physical education class.

“I would toss a Frisbee around during PE. It let me combine tossing with running, which is fun for me,” she said.

Filipek said one of the best things about Ultimate Frisbee at ASMSA is that everyone is encouraged to come try out the game. No experience is required for anyone to come play. The main goal is for people to have fun and then learn as they go.

Experienced players can teach new players how to throw the disc, what routes to run and the basic rules of the game. The idea is that once you get someone out on the field they will likely have fun and find a way to fit on the team, she said.

Hadley Medlock (’20) was one of those players. She didn’t start playing until late in her junior year, after the team had already played at the 2019 SLAMT, the weekend competition that includes several of ASMSA’s peer residential schools.

Some of her close friends who were seniors on the team convinced her to start coming to the courtyard to throw. That led to her going to a practice and soon playing in a tournament with the team in the spring of 2019.

“I was really nervous at first,” Medlock said. “I was not very good. I went out there without really knowing how to throw a Frisbee, but it was just fun. I was able to catch on, and I just kept going.”

Over the past couple of years, the team has continued to grow, adding a good group of juniors to the team, said Bret Vallun, a student success coordinator at ASMSA who serves as the team’s coach. The key to developing a team, keeping players involved and eventually winning games starts with the students themselves, he said.

“You have to find those students who find a passion for it and want to learn more,” he said. “When they are on campus they will go to other players and ask them, ‘Hey will you go throw with me on the quad,’ and start working on mechanics.

Or they will come to my office asking how do you throw this?

“It starts with this is a lot of fun. I want to get better. What do I need to do to get better?”

He said the seniors on this year’s team set a great example for the younger players. They all helped recruit more students, asmsa.org

7

especially females. During the 2020 SLAMT, the team was able to take advantage of a rule that gave a team two points instead of one if a female either threw the disc or caught it for a score. ASMSA was able to field an allfemale rotation of players with seven girls on the team.

“Esther, Ryan and Reed were so committed to this team. When they had free time and I had free time, they’d come to my office and we watched videos, we talked about strategies. They always had a disc in their hand to coach when and if I couldn’t be there,” Vallun said.

They also were supportive of each other and the other members of the team throughout the school year, he said.

“They always threw out in the quad.

It’s always the case — rain, sleet, snow — we’re going to play. They were very hands-on not just critiquing but coaching new players. Teaching them how to throw. Telling them what to do on defense. Teaching them how to high point [grab the disc at the highest point] by throwing discs to them. It was a well-organized team, and I owe it all to those seniors,” Vallun said.

He continued saying all of the players on the team were some of the best students on campus. He 8

didn’t have to worry about them academically or behavior-wise. “I’m so proud of these students. It’s really fulfilling to get to work with them.

The players also spoke highly of Vallun. They said he led by example, getting out on the practice field to play with them as needed to help them learn various offensive and defensive strategies. Team members would often drop by his office to talk about developing their skills, preparing the team for practice, and other Ultimate Frisbee matters. He would always be there ready to welcome them, the players said. “[He] is a big help to our team,” Fillipek said. “He tries to come out to every practice as his work allows.

He helps coach everyone and to recruit players. He also invited us to come out to Hot Springs Lakeside to play pickup games with Hot Springs Ultimate (the club team he plays on).

He has helped us be more organized.”

Elijah Holland (’21) said Vallun’s participation with the team meant a lot to team members, especially as they were learning the game. “[He} didn’t just support us on the field, he went out on there on the field,” Holland said. “Even while he was injured, he taught us by his actions more than his words. He’d get out on

the field with us. He’d say watch me and see how it’s done.”

Hyunseo Seok (’21), who will serve as a co-captain next year, called Vallun “an amazing person,” as a student success coordinator as well a coach. He said Vallun is a good motivator and patient when it comes to teaching the players new things.

“He motivated us as a team. He knows so much about the game. At least 50 percent of our success comes from [him] being a great person and player,” Seok said.

Reynolds played various sports at his sending school before coming to ASMSA. He said Vallun rates highly among all of his coaches.

“Honestly, he was one of the best coaches I’ve had in all my high school teams I’ve had in overall sports,” Reynolds said. “He pushes you but he’s also super supportive and helps out a lot learning basic stuff and teaching you to further yourself.

“I spent a lot of random times of day going to [his] office to talk about different ways to work on drills. We’d talk about new types of defense we should be running or specific offenses. He was really good.”

This was Vallun’s third year to coach the team. He initially started out just going to team practices after work

to play after being invited by some of have the jerseys. Some said that just winning every game, but trying the students. He soon found himself the uniforms gave them a sense of to play good enough defense to shut serving as the team’s coach and club confidence on the field. out each of their opponents. They sponsor, sharing his knowledge and “I think it makes you play better,” were able to do so in all but one game, experience with the team. said Alex Guo (’21), who will be a co- which they won 11-1.

Since becoming coach, not only captain on next year’s team. “It gives The team also accomplished have the players improved overall you the sense that you’re playing for something else they had wanted to with an increase in numbers on the your school.” for a couple of years at SLAMT. The team, but he has also been able to “It made us feel like an actual rules used at the competition allow secure more institutional support for sport,” James said. “No other teams two points for each score that either a the team. had that.” female threw or caught in the end zone.

Vallun began taking the team to But looking good isn’t important It was a rule the team felt diminished various tournaments that featured if you don’t play good as well. Vallun the value of female players instead of college and adult club teams as well said the teams from the last two its intended purpose of getting more as scrimmages with other club teams. years stepped up big against their females to play.

Tournaments often included a fee, competition. In the Hammertime Filipek was one of if not the best which meant in the past the students tournament held in Fort Smith in handler, or passer, on the team. The would have had to chip in to pay for spring 2019, the team played against team had recruited enough females the costs. Vallun approached the teams with players four years or older that they could have an entire squad school administration of seven females on about helping with the field at one time. the fee and travel After discussing it costs.

School further, Vallun and administrators the team decided to agreed to help fund exploit the rule to the team as part of the their own advantage. an Extracurricular ASMSA led 10-0.

Excellence Fund that Vallun inserted the further invests in whole female squad student activities that into the game to build school pride make it 12-0 on a and instill a sense of Filipek to Medlock healthy competition toss, something that for ASMSA students.

Bret Vallun, to Vallun’s knowledge “It would have not been Student Success Coordinator and Ultimate had been impossible if accomplished before we didn’t have the Frisbee team coach, speaking about the at SLAMT. administration back “It was awesome squad’s uniforms they got the twelfth us up,” Reynolds said. “I’m really glad point.

It was because otherwise something we’d been we would have had trying to do for two to try to get everybody to pitch in or more than them. That included years,” Vallun said. money. Having the institution help us teams from the University of Central As with many activities this year, was really great.”

Arkansas, University of Arkansas however, their season was cut short The team also received uniforms at Fort Smith, Arkansas State, in March when the school moved to for the 2019 SLAMT through Student University of Arkansas at Fayetteville remote instruction because of the Life. They weren’t just a T-shirt with a and others.

COVID-19 pandemic. The 2020 screen-printed number; instead, they “We beat the first team we played Hammertime tournament they were were nice jerseys done in the school in pool play and then lost to every supposed to go to in March was colors. Add in matching shorts and other team by one point,” Vallun said. canceled. socks, and the team stood out as they “In the single elimination round, we But Vallun is ready for the next year arrived at competitions. lost by one point to UCA. We played to start. He said the group of juniors “I always say, ‘Look good, play great and were in great spirits. We who are rising seniors are ready to be good,’ “ Vallun said. “We play with that showed great sportsmanship. We had the leaders. “They’ll show the same kind of mentality. There’s a lot of teams something going.” commitment as this group of seniors that don’t have matching jerseys. We They went to this year’s SLAMT did. The game’s all about experience. wore matching shorts and shirts, and at the Louisiana School for As long as they keep throwing and we just looked clean out there.”

Mathematics, Sciences and the Arts playing with a disc, they will be fine,” The students were elated to in February 2020 with the goal of not Vallun said.

‘I always say, ‘Look good, play good.’

We play with that kind of mentality.

There’s a lot of teams that don’t have matching jerseys. We wore matching shorts and shirts, and we looked clean out there.’

asmsa.org

9

Check-mates

Club provides outlet for chess players Garry Kasparov vs. Vladimir Karmnik.

Kasparov vs. Deep Blue. ASMSA vs. North Little Rock.

Perhaps that third pairing doesn’t quite match the first two in some regards, but for the ASMSA chess team, it ranks pretty highly. North Little Rock High School, who has won the state title in the previous two years, has become a natural rival for ASMSA’s chess team.

This year ASMSA and North Little Rock tied for first place in the regional qualifying tournament through the Chess Association for Arkansas Schools. Thanks to tiebreakers, North Little Rock was awarded the regional title, pushing ASMSA to second place. While the team still qualified for the state tournament with the finish, it left a bitter taste.

It was especially bitter because the team did not have an opportunity to avenge its loss officially.

The state championships scheduled to be held in April were canceled because of the COVID-19 pandemic.

“There was a bit of frustration about that,” said Ethan Talley (’20), who served as co-vice president 10

of the club this past year. “We were really excited about going to state and having another shot at them. You expect something to happen, but when it doesn’t, it feels weird.”

Micah Vess (’20) served as president of the chess club that forms ASMSA’s team. For him, it was a loss at the state championships in spring 2019 that is his most memorable game. At the state tournament, a team plays its top four players. Vess was playing on the first board because he had the highest qualifying rating on the team. They were paired against North Little Rock in their third match of the tournament.

“I think you learn the most from losses,” Vess said. “Chess exemplifies the saying that ‘he who makes the last mistake loses.’ You can both be playing an awful, awful game, but it’s a fatal mistake that gets you.”

The game was equal for a good while at the beginning, but it quickly went downhill for Vess.

“We played probably 30 moves before I made the first mistake of the game which ended up being the last mistake of the game. It just went downhill from there. The stronger a player is the

quicker he can convert an advantage to a win. Any slip up or deviation, the best players will pounce on that. I’ve looked at it the most and analyzed it.

That’s what you do with a lot of games in chess — analyze it and learn from it,” he said.

Michael Jaeger (’20), who also served as co-vice president of this past year’s club, said he saw Vess grow quickly as a player during their two years on the team together.

“I first met Micah during orientation during our junior year,” Jaeger said. “I beat him three times in a row. But by the beginning of school, you could tell he just put in the time and got really better. In a couple of years, Micah is probably going to be in the top 10 in Arkansas if he puts in the time he’s doing now.”

Vess first played chess during the summer before he came to ASMSA. He learned from watching videos online and then turned to online sites such as Chess.com and Lichess.org to play games.

“There was actually a YouTube chess explosion in the online chess world and chess personalities playing shorter games,” Vess said. “I think I caught the first big wave of that. I saw a lot of videos of chess show up in my YouTube recommendations. A week later, I was playing almost every day online.”

He said that playing a large number of short, quick games helped him learn more quickly. He still prefers shorter games, often playing 100 to 200 fast games online over a weekend. Vess said he also thinks that it’s important for him to share his love of the game with others, helping them develop as players.

“I think it’s a tremendous game. I think that to not try to support it and show people the beauty of it is kind of a crime,” Vess said.

Vess’ love of the game combined with his online playing experience and the lack of a chance to play a state tournament led him to develop an idea for an online tournament among various high school teams. Vess was able to set up a virtual tournament that was held May 9.

A total of about 50 players and between 10-12 teams participated in the daylong online tournament. Vess asmsa.org

Gladwin Tony (‘21) focuses on a move during a game. ASMSA’s chess team hosted a Chess Association for Arkansas Schools regional tournament for the first time this year. The team tied for first in the tourney but placed second on tie-breakers. said the response was slow at first, but picked up enough to have a good tournament on Chess.com.

“It’s definitely not the same as playing in person, when you are physically over the chess board.

Online chess is easy to lose your full focus and concentration sometimes just because of it being online. At the end of the day, students said they were very happy with it. There were a couple of coaches who said we should definitely do this again,” Vess said.

Dr. Neil Oatsvall, a history instructor at ASMSA who serves as the chess club’s adviser/coach, said that many people don’t think about how much chess is actually a social game.

“Many think about two people over a board who don’t speak,” said Oatsvall, who has served as the club’s adviser since his arrival at the school five years ago. “But there is a lot of camaraderie among the players.

It’s just like any sport. You make connections with the other players.

“That’s a lot of why Micah wanted to plan this tournament. He was missing the interaction he got with people. As I was watching the games, it was interesting to see the kids talking to each other a little bit.

Everyone seemed to be a good sport; win or lose, it was good game. It was cool to get to see them play again.”

Oatsvall praised the officers and other seniors on the team for their efforts as well as the juniors. In addition to the online tournament organized by Vess, ASMSA also served as the host site for the regional tournament in February in the Creativity and Innovation Complex. It was the first time the team had been able to host a tournament on campus.

“This year’s team was nice because we had a dedicated group of seniors,” Oatsvall said. “We had a group of juniors come in who were just as dedicated and serious. I think this was the strongest team we’ve had since I’ve been there. It was just a real strong team top to bottom.”

As for the lost opportunity for a rematch with North Little Rock in the state tournament, Oatsvall said, “I thought we had a really strong chance to beat them at the state tournament this year. I was disappointed didn’t get a chance to try.”

Regardless of the disappointing outcome, he said the club members’ dedication to the team was important to the club’s existence.

“It means everything,” he said.

“The club is not going to exist just because an adviser is there. In fact, in many ways it is a student-directed club. They organize the meetings.

They decide what we’re going to discuss while we’re there. I consider 11

myself an adviser. I’m there to help nurture them and help them with the things they can’t do. I think it’s one of its strengths.”

Serving as adviser of the club team has been fun for Oatsvall as well. He said that he served as president of his chess club during his senior year of high school. He took some time away from the game for a couple of years and then has played sporadically over the years. Becoming the team’s coach gave him the opportunity to play more often while serving in an important role outside of the classroom.

“I’m an educator, and history is what I do on the books,” Oatsvall said. “But the reason why anyone teaches at ASMSA is because we value those connections we make with the students. They are so bright. They are hard workers, and frankly, they remind me of me when I was in high school. About my mentors in chess. And if it had not been for them, I would have had a very different experience.

“Again, I would stress that chess is a social connection, a social game, which is one of the reasons it’s been so great to still have that during all this during all this even though you may be playing chess online. You’re still able to make a connection with somebody.”

Just as he praised their leadership of the team, all three senior officers of the club offered their appreciation for Oatsvall’s work with the team.

“It’s night and day,” Jaeger said with a boost in his voice describing Oatsvall’s mentorship. “When I was at my home school, a lot of the smaller schools don’t have chess Max Green (‘21) watches Ethan Talley (‘20) as he studies teachers. They learn off YouTube or fast checkmates. It’s the board for his next move during a chess match. Both are really nice to have someone like Dr. Oatsvall there to give members of the ASMSA chess team. us some direction to make sure we’re focusing our time on the best way to improve on our playing style. When a team tend to have shorter time limits. He says he things more doesn’t have a coach, they will tend to spiral and just play games help you learns patterns more quickly.

Talley enjoyed playing in person but had trouble games and not improve that much.”

Vess said Oatsvall helped provide the team structure, finding people to play so he found games online as well.

He recently started picking back up on playing fiveparticularly during practices at club meetings.

“I think the days Oatsvall was not at a club meeting minute blitz games.

Jaeger started playing early with a teacher who pushed were some of the least structured days,” Vess said. “We’d play fast games where we didn’t have as much time for for standard checkmate games as a coach. His father thinking about moves. When he was there, there were no and three older brothers also play. Two of them — Nick quick games. He brings that kind of structure. Just having (’18) and Chris (’18) — were both members of the ASMSA someone on paper (as an adviser) would not do the club club. Oatsvall said Nick is one of the best players he has coached at ASMSA. justice at all.”

Regardless of how they first learned, they agree that Talley said Oatsvall would often sit down to play games with club members. Oatsvall’s enjoyment of the game was the special thing about the club is that it gives everyone someone to play with and from which to learn. obvious to them.

“At a regular chess meeting there’s this sense of all “It is definitely obvious that he’s fond of the game,” Talley said. “Whenever he had time, he would sit down and these people who have the same interest as you,” Talley play games with the rest of us. It’s kind of a morale boost, said. “You can play with these people and be friends with especially during tournament season, because it’s nice to these people. I had gone through my chess phase, but the ASMSA club has completely reinvigorated my interest in know that he cares about the students and the game.”

One of the interesting aspects of the club is that it the game.”

And it comes back to the core reason they all gather — brings together players of varying skill levels and playing styles. Vess and Talley prefer quicker games while Jaeger to play the game.

“It’s just fun. You can sit down for shorter games and likes longer games that focus on the endgame.

Part of that may be attributed to how they each finish in 10 to 15 minutes. It doesn’t affect anything you’re initially learned to play. Vess was essentially self-taught dealing with in the rest of your life. It’s a nice distraction by watching videos online and playing online games that from life,” Jaeger said.

12

Research in Park earns NCSSS recognition ASMSA’s Research in the Park program won the 2019 National Consortium of Secondary Stem Schools’ Innovative Partnership of the Year Award.

The award celebrates unique programs engaging students in science, technology, engineering and mathematics that are planned and executed by NCSSS institutional member schools. ASMSA was one of four finalists for the award, which was announced on Nov. 8, 2019, during at the organization’s Professional Conference in Seattle.

NCSSS was established in 1988 to provide a forum for specialized secondary schools focused on STEM disciplines to exchange information and program ideas. It now includes more than 75 member schools, many ranked as the best in the country, along with several associate, affiliate and corporate members comprised of colleges, universities, summer programs, foundations and corporations.

Research in the Park began in 2014 with an agreement between ASMSA and Hot Springs National Park. The agreement provides students an easier path to receive permits to conduct research throughout the park. Park administrators have the opportunity to suggest projects that would be beneficial to the National Park Service.

Students may come up with their own ideas for projects, and many projects are continued from year to year by a new class of students.

Drs. Lindsey Waddell, a geoscience and chemistry instructor, and Dr. Jon Ruehle, a biology instructor, were the faculty members who started the program by approaching ASMSA’s administration and the Park Service with the idea. The initial program goal was to introduce juniors to research methods quickly enough that they could use their fall RiP projects in the spring science fair competition.

Ruehle said in notes for the NCSSS award that “RiP was founded on the principle that it is never too soon for students to begin serious research and that every student can do so when inspired and given the necessary support.” asmsa.org

From the left, ASMSA Dean of Students Dr. Rheo Morris, Director of Admissions Charlie Feick and Director Corey Alderdice accept the NCSSS Innovative Partnership of the Year Award from NCSSS Executive Director Todd Mann and NCSSS President Mike Barney.

Hot Springs National Park benefitted from the agreement as well. Many of the research projects provide the Park Service vital data it would not otherwise have the time or the financial resources to gather itself.

The program proved successful enough to use the model for other courses and eventually leading to a change in ASMSA’s capstone project model.

RiP previously earned national recognition from the National Park Service. ASMSA and the program were awarded the national George and Helen Hartzog Award for Outstanding Youth Volunteer Service Group in 2016. The award recognized the students’ efforts for fiscal year 2016 during with they totaled 1,133 hours of service time for the park.

Waddell said the additional recognition from NCSSS confirmed the value of the program.

“To also be recognized as an Innovative Program among our peer STEM institutions is a tremendous honor,” Waddell said. “When Research in the Park got off of the ground in 2014, the consensus was that we should take greater advantage of our school’s location in the middle of Hot Springs National Park. It is common to undervalue the resources in your own backyard, and it seemed like a missed opportunity to bring students to Hot Springs from across the state and have them graduate two years

later without gaining any knowledge of the natural resources directly outside the school’s doors.”

“The questions that students choose to investigate for their research projects are sometimes inspired by their own personal interests, sometimes by the natural resource challenges of the national park, and, now that we have been operating the course for several years, more and more from the results of previous Research in the Park projects. It is a reminder of the great results that this program has produced for both our national park and our students over the years.”

To be recognized by NCSSS as a model for other institutions is recognition of the hard work by Waddell and Reuhle, said ASMSA Director Corey Alderdice.

“Research in the Park is a defining example of ASMSA’s commitment to authentic student inquiry, service learning and community stewardship,” Alderdice said. “No other school like ASMSA has a natural resource and learning lab like Hot Springs National Park within walking distance of their campus.

“Drs. Waddell and Ruehle are to be congratulated for their leadership in developing the partnership, which serves as a model for how America’s national parks can engage and inspire the next generation of stewards who conserve our natural resources.”

13

You could forgive the Class of 2020 if they feel a little disappointed with how the second half of their senior year went.

Actually, they have the right to be quite disappointed.

ASMSA’s Spring Break was a just over a week away on March 12, 2020, when something unexpected happened. Students were told to go home a week early and be prepared to return the week after the regularly scheduled break.

But the extra week wasn’t to enjoy sleeping in or taking a trip to some vacation destination. Instead, students were being sent home for a week of remote instruction to take place before Spring Break in order to try to minimize the outbreak of COVID-19 or the coronavirus.

On that day, the first cases of what would grow to be a global pandemic were experienced in Arkansas. Governor Asa Hutchinson closed public schools in several Central Arkansas counties to try to minimize the initial spread.

While initially considering keeping students on campus for the next week, a decision was made at the University of Arkansas System office to send home all students at its public universities and ASMSA. It had become obvious that the virus was more contagious than originally thought and that students should be home with families.

It quickly became obvious that the virus wasn’t going anywhere soon. A week later

14

on March 19 came the news that the May graduation would be postponed until at least late summer and be rescheduled if possible.

That day also came the announcement that students would continue with remote instruction through at least April 17.

Just more than a week later, however, on March 27 it was announced that the remainder of the spring semester would be conducted remotely. Conducting classes online would be the new normal for the rest of the year.

Students were asked to move out of the Student Center by April 11 because the campus was being eyed as a potential overflow site by the Army Corps of Engineers should additional hospital overflow space be needed.

That meant no in-person prom. No Crystal Bridges trip for juniors. No more band concerts. No DolphinStock. No Humanities Symposium or Entrepreneurship Expo. No final Midnight Breakfast before the last set of finals for the school year.

Despite all the disappointing events and decisions that closed out the 20192020 school year, there were still plenty of positives that took place after the COVID-19 pandemic changed our lives in March. Read about some of them on the following pages.

asmsa.org

15

From the left, Andrew Hemund (‘16), Vraj Modi (‘20) and ASMSA computer science instructor Nicholas Seward, were among a group of volunteers who 3D-printed face shields to be used as personal protective equipment for medical professionals across the region, including the University of Arkansas for Medical Sciences.

One of the best aspects of ASMSA is that even during times of crisis, the institutions faculty, students, alumni and staff find ways to contribute to their communities in positive ways.

Perhaps the largest struggle medical personnel nationwide face as they battle the COVID-19 pandemic is shortages of personal protection equipment, or PPE. To help meet those needs, ASMSA used its expertise and resources in 3D printing to produce face shields for the University of Arkansas for Medical Sciences, some area dentists and for other medical professionals.

ASMSA used multiple 3D printers located on campus and several others printers among current students, alumni and other colleagues working remotely to print the basic hardware for the headgear. The effort was led by Nicholas Seward, a computer science instructor at the school and an 3D-printing advocate with a national reputation for innovation in the field.

The University of Arkansas System, of which ASMSA is a member, sought opportunities for affiliate campuses to contribute to UAMS’ efforts to respond to the global pandemic.

System Dr. Donald R. Bobbitt, reached out to ASMSA Director Corey Alderdice to see if the school could leverage its resources to produce PPE. “ASMSA was honored to do our part to support the dedicated healthcare professionals at UAMS in their response to the COVID-19 pandemic,” Alderdice said. “From the outset of the state’s response, Dr. Bobbitt challenged campuses to identify ways they could offer their resources, capacity, knowledge, and creativity to meet the state’s needs during this moment of crisis.”

Alderdice and Seward discussed the possibilities and found a design that had already received emergency approval by the National Institutes of Health.

“I would have been glad to design my own, but it’s a long process to get approval,” Seward said. “I found a design that was already NIH approved. I can print it as one piece, but it’s quite large. I could just barely swirl four around on the print bed.”

ASMSA has one large format printer that could simultaneously print four complete headgear pieces. The other printers within the school’s Fredinburg Technology Center, including devices used by students in the school’s Modern Manufacturing class, were too small 16

to print even one whole headgear piece. Seward was able to modify the design to print the headgear in pieces that could be quickly assembled. The modified design received UAMS approval, and the team of volunteers ramped up production. Seward said as of the end of June more than 800 face shields had been printed.

Two members of the Class of 2020 — Vraj Modi and Dawson Jones, both of Hot Springs — helped print the face shields at home. This was another way they could stay connected to the institution. It also gave both of them an outlet to help.

“Honestly, I love 3D printing, and I just have to have something printing at all times or I just don’t feel like I’m using the printer efficiently,” Modi said. “There is a bunch of stuff online, but once I print that stuff, it usually doesn’t have any purpose and is just there to exist.

But with these masks, I at least know they’ll be used for a good cause.”

Jones said finding ways to help others during this time is important.

“Everyone can do something to help out during these weird times — even it’s something small like social distancing properly. Everyone should help out in some way, and making 3D-printed masks is just the best way for me to help,” Jones said.

Andrew Hemund (’16) recently graduated from Arkansas State University in Jonesboro after studying science and technology with an emphasis in computer-aided drafting and design. After his university moved to virtual instruction for the remainder of the spring semester, he moved back home with his parents in Hot Springs Village.

Hemund changed his major from mechanical engineering because his new focus area covers the engineering side as well as manufacturing. He had recently discovered a large maker space on campus shortly before being forced to move home. He began to wonder if the 3D printer farm in the ASU maker space called The Garage could be useful. He received a nudge from his grandmother during a call with his grandparents to get involved.

“I was just starting to get my foot in the door (in the ASU maker space),” Hemund said. “I was stuck at home and thought about all those printers up there. I debated going back up there, but I decided I’d rather be at home with my parents if there was a stay-at- Dr. Donald R. Bobbitt, president of the University of Arkansas System, delivers face home order issued. So my grandmoth- shields 3D-printed at ASMSA to the University of Arkansas for Medical Sciences.

The project was part of a system-wide effort to provide personal protective er said what about (ASMSA)?”

Seward served as Hemund’s re- equipment to medical professionals during the COVID-19 pandemic. search project adviser at ASMSA. He loaned Hemund three printers to begin working on the shield mask program.

“Perhaps the most heartening aspect of the project is the way it has connected ASMSA students, faculty, staff, and alumni during this period of social distancing and remote work,” Alderdice said. “Having a shared sense of purpose is a meaningful way to remain connected when we’re unable to collaborate in person.”

Seward said it takes about four hours to print a complete mask. On the smaller printers, that includes four pieces — two pieces that go over the earlobes and two others that form the bridge. Four screws bring the pieces together. A transparent plastic screen is attached to the front. An elastic or rubber headband is attached to it to hold it in place.

Alliance Rubber Co. in Hot Springs contributed headbands for the shields. The company normally produces rubber bands but switched its manufacturing line to produce the rubber strips to attach to face shields nationwide.

Seward said he was appreciative of the collective efforts of ASMSA and others to meet such a critical need. “As soon as it happened, I felt a read need to do something. To have a hospital on board with a demonstrable need – to help fill that and to also have students involved is great,” he said. asmsa.org

17

Interdisciplinary courses is one of the hallmarks of learning at ASMSA. The school offers several classes that combine various disciplines, allowing faculty members from various departments to combine their areas of expertise in one class.

One of those courses — Infectious Diseases in History — became especially relevant during the spring semester as COVID-19 became a centerpiece of everyone’s lives.

Infectious Diseases brings together biology and history instructors to explore both the life and social sciences aspects of diseases throughout humanity’s existence.

ASMSA offers the course each spring semester.

“It is a true interdisciplinary class,” said Ron Luckow, a history instructor at ASMSA. He co-teaches the course with Dr. Whitney Holden, a life sciences specialist. “We look at the historical and cultural impacts of diseases going all the way back to the ancient world. For example, we studied how malaria impacted hunter-gather societies before the establishment of civilizations.”

Holden leads the discussion on the biological side of the diseases, including their specific epidemiology, historical treatments, preventative measures that have been developed, and how they are transmitted among other information.

“We focus a good deal on development of treatments and preventative measures,” Holden said. “We also look at what point education played a role in the reducing of the spread of diseases. We learn about antibiotics and how resistances have built over time to them. These are things they can take away for their lives. They understand that antibiotics should not be abused and are not affective for viral diseases. They can apply what they learn to their family’s health.”

Both educators said without the other discipline that the course would not be as effective.

“I think the culture side is completely essential,” Holden said. “It’s one of the things makes class unique and impactful. They learn about things that may have been 18

eradicated in the U.S. that they may encounter in another country to which they travel.”

Luckow stressed the course as it is designed provides students a more comprehensive view of the subject.

“So often the traditional way to teach subjects is in a vacuum,” Luckow said. “They learn about literature here, science there, history over there. They are almost taught to think they are all separate. This is a more sophisticated way to teach the subjects.

“They are interconnected and equally significant. You can’t learn about the science and leave out history and vice versa and gain a full understanding.”

Isha Patel (’21) said she doesn’t consider herself a “science person” but that she has long been interested in diseases. “For me it was a way for me to learn the history of diseases which sounds so cool,” she said. “I’m more of a history person, but the science side shows the medical reasons why the diseases happen. The history side shows how diseases have changed populations and empires. It’s pretty important that you have a sense how dangerous and effective a disease is.”

The coincidence that this year’s course began around the same time that global news began to break about COVID-19 was not lost on the instructors or students. During the first week of class, Holden asked the students if they had heard about this new coronavirus that was infecting people overseas.

At least once a week, they would have a class discussion about the progression of the coronavirus — ranging from visual guides from the Centers for Disease Control showing its impact to major headlines including vaccine trials, travel restrictions, the spread of the disease on cruise ships and satellite images showing improved air quality during lockdowns among other things, Holden said.

“We’re always looking to show both sides of the picture including the impact on the economy and on peoples’ lives in different situations,” Holden said.

One of the important discussions that have been held is about why young people such as the students should be concerned about the coronavirus, Holden said.

“This is a class of 17- and 18-year-olds who are in an age group where many think that it can’t happen to me,” she said. “They might say, ‘I’m not in an at-risk population, so why can’t I go to the movies?’

“We discussed about being part of a larger group, of a community, part of a country where they could be around people at risk. They may be around a student who is immunocompromised for other reasons. There may be people with underlying conditions all around them and that their actions impact everyone in that community.”

Yug Shah (’21) said those discussions have been important for several reasons, including helping educate family members about the disease.

“For me personally it has made me more aware of how a disease spreads,” Shah said. “My family members hear a lot of rumors on how the disease is spread. I let them now that everything on the news isn’t necessarily true.

“I can apply what I’m learning in school to real world events. I can understand it on a much deeper level and relate that to real world experiences.”

ASMSA held it 26th annual Commencement Ceremony for the Class of 2020 on May 23. This year’s ceremony was unlike the previous 25, however. It was the school’s firstever virtual commencement, featuring both administrative and student speakers, a video processional and graduates announcing their future plans in pre-recorded messages.

The commencement and an Honors Convocation recognizing students’ academic achievements for the 2019-20 school year were broadcast on the school’s Facebook page.

The Class of 2020 included 107 graduates. Students earned more than $16 million in scholarship offers and tied a school record for the top average ACT composite score — 30.6 — set previously by the Class of 2017.

Director Corey Alderdice offered remarks focusing on the Class of 2020’s resiliency in the face of an unexpected situation that led to a new way of experiencing ASMSA. He acknowledged the way the spring semester of their senior year played out was unfair to them.

“You should be here with us now,” Alderdice said. “We should be together celebrating your sacrifices and hard work. We should be hugging, high-fiving, laughing and celebrating together in Hot Springs. You should be surrounded with your friends, teachers, RMs and family. This is unprecedented and beyond our control.

You’ve been robbed of a traditional rite of passage.”

He encouraged the graduates to not approach the uncertain situation with fear and despair. He said their character and willingness to jump headfirst into uncertainty, as they did when they first applied for the school, would continue to help them rise to future challenges.

“This spirit of resiliency — of staring uncertainty in the face and making the choice to press forward — is what we need now more than ever,” Alderdice said. “It is your brilliance, compassion and determination that will guide the world through this crisis and all those that may come in the future. Your innovation will find cures. Your creativity will calm and enlighten. Our world will endure this challenge and all others because of the unique talents you have cultivated.”

In lieu of a traditional commencement speaker, the ceremony focused on the graduating seniors, including featuring several of them offering remarks on their experience at ASMSA. Katrina Smith (’20) recalled that applying and making the decision to attend ASMSA as one of the “scariest moments of my life, but ultimately the best decision I could have made. The young student that walks into move-in their first year is not the same adult that walks across the asmsa.org

stage at the end of their senior year. We are encouraged to blossom, shape our lives and become the best version of ourselves that we can be.”

Megan Gray (’20) encouraged her fellow graduates to focus on their time living and learning together while being pushed to be their best selves.

“To everyone here, the students of this school came willingly, and most eagerly in fact. Each with a different background. We sit here today to recognize that we all will once again return to different places around the world. We do, however, go forth with one thing in common — that being our shared time here. … So I ask of my fellow students that when your life is seemingly unconquerable, remember that you have overcome such a task before and that you can do it again,” Gray said.

Amadeo Scott (’20) said the school’s teachers “are more than teachers: they are mentors, advisers and truly the strength of ASMSA. “I am so thankful for our teachers,” Scott said. “They care deeply about their students, the opportunities available for us and about our success now and later in life.

My capstone adviser were some of the most influential people in my life during my time at ASMSA, and I have no doubt that I would be nowhere near as sure in my major and life goals if I never had them to teach me as I am now.”

Macey Ross (’20) spoke about getting to know the family of Class of 1999 alumnus Dan Fredinburg.

Hearing about Fredinburg, a former Google executive who died in an avalanche on Mount Everest in 2015, and his experiences at ASMSA inspired Ross to pursue admission to ASMSA. What followed was an enriching experience that included academic and residential experiences for her and her fellow students that will continue to make a difference in their lives.

“The only ones that can say they have been fortunate enough to share all of these experiences are ASMSA students,” Ross said. “We have all been able to pursue great things, experience wonders and visit places we would have never thought possible.”

Hays Denney (’20) served as president of the ASMSA Student Government Association this year. He spoke on the growth and connections the students discovered during their time at the school. “ASMSA has created bonds in our lives that are going to last a very long time. It goes to show that ASMSA is more than just a vessel for education.

It’s a launch pad to discover what we love and what works for us.”

19

‘My favorite memory from ASMSA would definitely be senior winter formal.

I was the DJ and on the formal court ballot. Rather than being in the crowd, I was able to be someone who made that night entertaining for all and one to remember. ’ ­— Nnumwe Nwankwo (‘20) ‘One of my classes was Analytical Chemistry, which is a full-time lab course where you work in the lab several hours a week. We were not able to have the full experience due to COVID-19, since you obviously cannot work with harmful chemicals in your own home. I was so excited to take Analytical this semester, and when I found out we had to finish out the semester at home, I was so sad that I couldn’t see Ms. Cooper for several hours a week and get the full hands-on experience that I was looking forward to.’ — Aynsleigh Washam (‘20) ‘Thank you ASMSA for everything. I wouldn’t be the character I am nor be where I am today without the opportunities, experiences, and perspectives that ASMSA not only provided but also cultivated. ’ — Ghailan Fadah (‘20)

‘I was disappointed to have to leave my friends and worried I wouldn’t see them again. I made some of the best friends I’ve ever had at ASMSA.’ — Madison Esteves (‘20) 20

‘I miss the community. At ASMSA there are people that don’t get along, just like any high school, but everyone also feels free to be themselves. There are people who can finally do all the wild styles and nerdy things that they felt they couldn’t do at their home school. There are Dungeons and Dragons campaigns going on side-by-side with photo shoots in original couture from the minds of fellow students. ... I miss laughing till my sides hurt. I realize life goes on and that in a few years all the memories will dull. But ASMSA was a dream come true, and no matter how many finals I dreaded, I will always be thankful for the people I met.’

— Jenna Allemand (‘20) ‘I’m going to miss seeing my friends everyday the most. Having breakfast with my suitemates was the motivation for getting up and going to class, and hanging out and laughing with all my friends at dinner was the reward.’ — A.J. Navarro (‘20)

Campus upgrades to gigabit bandwidth ASMSA upgraded its internet bandwidth to a gigabit service in December.

The investment in the school’s digital infrastructure ensures ASMSA will have a robust and reliable internet connection to serve as an important tool for academics while also providing students use of communication and entertainment services.

A gigabit allows up to 1 billion bits of data per second to be downloaded by the user.

Faster download speeds and larger bandwidth permissions will allow students to access great amounts of information in a shorter period of time.

That is critical for institutions of learning who want to be able to offer its students the best learning resources, including one-to-one education institutions where each student brings or is assigned a laptop for classroom use.

ASMSA is a 1:1 BYOD (one-toone, bring your own device) campus.

Through the upwARd Promise program, students who cannot afford a laptop of their own are loaned one for the semester.

The new bandwidth connection will provide each ASMSA student roughly 4.35 Mbps. That’s the highest per-pupil allocation in Arkansas, according to the most recent statistics from the state.

The State Education Technology Director’s Association recommended a minimum bandwidth of 100 Kbps per student as a minimum with a bandwidth-intensive institution providing 1.5 Mbps per device in 2016.

ASMSA’s new connection far surpasses that recommendation.

In 2014, the Federal Communications Commission adopted a connectivity goal of 1 Mbps per student for schools to meet in 2017-18.

Almost 99 percent of Arkansas public schools have met that goal.

The national median bandwidth in 2019 is 776 Kbps, according to the FCC. While having internet access for classroom and other learning experiasmsa.org

ASMSA upgraded its internet bandwidth to gigabit service in December. The investment will provide both academic and residential advantages for students on campus. ences are important for every school, having the same reliable access for students outside the classroom is just as important for a residential campus such as ASMSA. Students live both online and offline, and ASMSA is their “home away from home” for the better part of the year. This includes email, streaming video and music services, gaming and other uses.

The campus has made great strides in increasing the bandwidth provided to campus. In 2012, the total campus bandwidth provided for all students was 28 Mbps. Those speeds were too slow to allow video or music streaming sites to be used much less interactive gaming and social media sites.

Investments have also been made in specialized labs throughout campus for both academic and social purposes.

One lab serves as the home court

of sorts for the school’s esports team.

The Arkansas Activities Association has officially recognized esports, allowing high schools to form teams to compete against each other. For as many students are members of the esports teams, there are likely many more playing games online from their rooms.

Upgrading the internet connection helps ASMSA provide the best learning and residential experience it can for its students “As ASMSA continues to make investments in its digital infrastructure, we are always mindful of the role that technology serves not only for instruction but also communication and entertainment within the residential experience,” said Corey Alderdice, ASMSA’s director. “With students living on campus for much of the year, we want them to enjoy reasonable access to all parts of the internet.”

21

ASMSA named to ‘Public Elites’ list ASMSA has been recognized as one of the nation’s top-performing public high schools in the latest Jay Mathews Challenge Index rankings.

Mathews, an education columnist for The Washington Post, created the Challenge Index in 1998 as a way to recognize schools across the nation who adequately challenge average students. It is the oldest high-school ranking system in the country. It has been published as “America’s Most Challenging High Schools” list in The Washington Post and Newsweek magazine in past years. This year’s list was announced on his website — jaymathewschallengeindex.com.

Rather than using test scores, Mathews created a ranking list that uses a simple ratio: the number of Advanced Placement, International Baccalaureate or Cambridge test given at a school each year divided by the number of seniors who graduated that year. The Challenge Index ranks approximately the top 11 percent of the more than 22,000 high schools in the nation.

Mathews also created a second list of top-performing high schools who are not included in the Challenge Index “because, despite their exceptional quality, their standardized test scores indicate they have few or no average students,” according to the website. It includes nonneighborhood schools with SAT or ACT averages above the highest averages for neighborhood schools nationally. Mathews traditionally calls this list the “Public Elites,” which includes ASMSA. ASMSA is included among the 27 schools nationwide on the Public Elites list. This is the fifth consecutive time ASMSA has been included on the Public Elites list. The school was first added to the Public Elites list in 2015 and included in the 2016 and 2017 list.

Mathews did not release a list in 2018 but announced a new list in 2019. ASMSA had often been ranked highly in the Challenge Index previously.

22

Emily Smith (‘20) and Minnie Lee (‘20) earned the top Stockholm Junior Water Prize at this year’s state contest.

Duo wins state Stockholm Junior Water Prize Emily Smith (‘20) and Minnie Lee (‘20) were named state winners in the Stockholm Junior Water Prize and earned a spot in the national event.

Smith and Lee qualified as a team for the Arkansas competition, which is sponsored by the Arkansas Water Environment Association, through the West Central Regional Science Fair at ASMSA in February. Their project focused on the identification of algae, ostracods and zooplankton in three springs in the Hot Springs National Park.

The national competition is sponsored by Water Environment Federation and Xylem. It gathers imaginative young minds from all over the world who are interested in water and sustainability issues. It draws competitors from more than 30 countries.

Because of the COVID-19 pandemic, the state competition was held virtually. Judging for the national competition was also held virtually.

A student from Richland, Wash., was announced as the national winner.

Lee and Smith’s project was the result of research they conducted as

part of ASMSA’s Research in the Park program. It was the second year the two teamed up to complete a project in the national park.

By studying the algae and ostracods, a class of Crustacea sometimes called a seed shrimp, the students were able to determine the streams’ connectivity. Changes in stream temperatures as well as tourist activities contribute to changes of species living in the streams. Their research found an almost 30-degree reduction in temperature in one stream that has allowed ostracods to begin living in the stream.

Dr. Lindsey Waddell, a geoscience instructor at ASMSA, served as Smith and Lee’s project adviser. She said their work helped identify a rare species of ostracod living in the park.

“They are both independent and hard workers as well as excellent writers, so they have honestly needed little from me over the past two years.

I am hoping that their work will inspire future Research in the Park students to pick up where they left off,” Waddell said.

ASMSA student Emma Hill (‘20) discusses ways American and Japanese citizens can work toward continuing peace with each other alongside students from Tennoji High School in Osaka, Japan. ASMSA students and their Tennoji counterparts joined together to participate in the Japanese Peace Project during ASMSA’s visit to Japan last year.

Project examines cultural effects of World War II, Hiroshima ASMSA and Tennoji High School in Osaka, Japan, have been education partners for a decade, most often sharing research opportunities that explore the water in Hot Springs National Park.

During their most recent visit to Osaka in October 2019, ASMSA students joined with their Tennoji counterparts to share a cultural exchange opportunity through the Japanese Peace Project. The project — created by the two schools — provided students from both institutions to learn about the experience of the Japanese people after World War II and the use of atomic bombs on Hiroshima and Nagasaki.

ASMSA students began their visit with a trip to Hiroshima Peace Memorial, including the adjacent park and the museum. They were able to see structures that survived the bombing, which was the first wartime use of a nuclear weapon by a nation. They also visited with a surasmsa.org

vivor of the bombing at the museum.

Dr. Neil Oatsvall, a history instructor at ASMSA, said visiting the memorial and listening to the survivor allowed ASMSA’s students to gain a broader understanding of World War II and the conflict with Japan.

“The survivor spoke eloquently about his experiences and the suffering of his family,” Oatsvall said. “There was a lot of human misery as you might expect.”

What became evident is that both sides are essentially taught they were victims in the war without necessarily taking responsible for their nation’s actions. Oatsvall said American students are often taught only about the surprise attack on Pearl Harbor while Japanese students appear to only be taught about the attacks on Hiroshima and Nagasaki.

“We learn that we were the victims. In Japan, they learn they were. In truth, everyone was a victim. More than 70 23

Students from ASMSA and Tennoji High School pose together for a photo during the Global Learning Program’s annual visit to the school located in Osaka, Japan. A visit from Tennoji to ASMSA this spring was canceled because of the COVID-19 pandemic. million people died in World War II,” Oatsvall said.

Amy Brown-Westmoreland, outreach coordinator for ASMSA, said visiting the memorial “was a very transformative experience for staff and students who went.”

“It was children, old people; it was everybody. The destruction was indiscriminate and horrifying. We were all fairly quiet after going to the peace memorial. There were a lot of conversations about how to have this conversation back home and with future generations,” Brown-Westmoreland said.

Haven Whitney (’20) said having the opportunity to personally experience the memorial and the park was shocking but important.

“To that point, we had enjoyed the sights and the sounds, but then there was just this stillness,” Whitney said. “There’s only so much you can get out of textbooks.

In the museum, there was an entire room filled with burnt and tattered clothes of children who were outside and killed by the bomb. You were able to connect with actual lives.”

The students returned to Osaka after visiting the memorial to participate in an event at Tennoji High. Students at Tennoji prepared presentations about both Hiroshima and Nagasaki, examining the immediate and long-term effects of the bombings on Japanese society.

Oatsvall gave a lecture about the long history between Japan, the United States and other nations that eventually led to the events of World War II. He included information about the Japanese internment camps that were developed to hold Japanese-Americans after the Pearl Harbor attack.

One of the results of the lessons and following discussion was both the American and Japanese students agreeing that the truth was important to learn, said Sarah Balenko (’20).

“It made me think about how little we know sometimes,” Balenko said. “We all collectively agreed that we should

tell the truth about all events, to tell the honest truth without hiding.”

Whitney said all of the students agreed that they needed to find ways to ensure that such events would not happen again. “(The Japanese students) spoke about how the peace we have now is more important than the history we share as enemies,” Whitney said.

Oatsvall said that the level of trust the students had amongst each other in order to express their thoughts doesn’t come easily.

“This was 10 years in the making. First, it was a way for them to come visit us and do science experiments. But it has become more than that. We had the type of discussions you can only have with real friends,” he said.

Oatsvall said it was also important that the discussions focused on peace rather than forgiveness.

“What impressed me the most after World War II was that Hiroshima and Japan did not think about hate but rather about what the future could be. They took an eye to the future to think about peace. This emphasis on peace was by people concerned about make sure no more Hiroshimas happened in the future and not to avenge the past,” Oatsvall said.

The schools plan to continue the Peace Project when Tennoji visits ASMSA in the future, but organizers are unsure what they may do. Arkansas had two Japanese internment camps in Rohwer and Jerome, Oatsvall said.

Brown-Westmoreland said she is considering organizing a paper crane project. The group observed a display of a thousand paper cranes during their Hiroshima visit, and she thought that may be a good gesture of good will to create a similar display at ASMSA before Tennoji’s visit.

Tennoji was unable to visit ASMSA in April because of the COVID-19 pandemic, and ASMSA will be unable to visit Japan this all. Both schools are considering ways to replicate their exchange digitally for the coming year.

Massey earns All-State bowling honors Bryan Massey (’22) enjoys hearing the sound of a pin drop, but it’s likely not very quiet when it happens.

Massey of Vilonia earned All-State honors in bowling at the Class 5A state bowling finals in Jonesboro in February. He qualified for the state tournament while playing for Hot Springs World Class High School as part of a joint agreement with the Arkansas Activities Association that allows ASMSA students to participate in team and individual sports at Hot Springs. Dawson Jones (’20) also qualified for the 5A state tournament but did not earn AllState honors.

This was the second year in a row that Massey earned All-State honors, qualifying for the 2019 Class 5A state tournament while a freshman at Vilonia High School.

Massey qualified for the 2020 state tournament by finishing in second place individually the 5A-West tournament held in Fort Smith with a 600 series (three total games combined). Hot Springs High did not qualify as a team for the state tournament, but the top six individuals not on a state-qualifying team from the conference — including Massey and Jones — advanced to compete at state for the individual title.

Competing in tournaments is nothing new for Massey.

He has competed in various U.S. Bowling Congress tournaments and other regional competitions across the state and in neighboring states since he was around 8. During the school year, he tries to play at least two or three times a week, including a league every weekend at the Conway bowling center. During summer breaks, he’ll play five times a week, he said.

He began playing when he was 3 years old. His whole family plays, and his father is a certified bowling coach who has served as Massey’s coach before. When he was younger, he said he may not have always wanted to listen to the advice his father gave him, but as he has grown older, his father’s advice has become more valuable.

“He has helped me work out habits that were a detriment to my game,” Massey said. “He’s definitely a good coach.”

Massey said he has a lot of work to do to improve his game, and the most important part of that is to improve his mental aspect of the game. “I still have not mastered it at all. Sometimes things don’t go your way. You have to get lucky at some point. If something doesn’t go the right way, you have to learn to play through it,” he said.

He said each year he changes something about his game—whether it is the approach, the release or another aspect— in order to improve. For him, the easiest part of the game is to learn to replicate his shots. “I focus on the steps and the release point to make them the same each time,” he said.

Massey said he knew that he wanted to continue bowling during his first year at ASMSA. “I knew I was immediately going to contact Hot Springs about play ing there,” Massey said. Altogether, eight ASMSA students bowled for Hot Springs High teams, he said. asmsa.org

Dawson Jones (‘20), left, and Bryan Massey (‘22) earned a trip to the 2020 Class 5A state bowling tournament thanks to their placement in the 5A-West regional tournament. Massey won the silver medal in the regional tournament and finished in eighth place at the state tournament to earn All-State honors.

After finishing seventh in the state last year, he had hoped to improve on his placing this year, but it wasn’t to be, unfortunately. He rolled a three-game series of 590 at this year’s state tournament, good enough for eighth place and to earn All-State honors.

“I did well in my first game, but I didn’t finish well. I just didn’t get lucky,” he said.

And while he can practice the same release point, the same speed and spin, sometimes that’s what it come down to: luck, he said.

Because of the COVID-19 pandemic, he hasn’t been able to play as often as normal. But once he’s able to, he’ll be found at the lanes again. He enjoys the challenges of the mental side of the game as well as the physical.

“It helps me with mental challenges and helps keep me calm,” Massey said.

He also enjoys just playing the game for fun.

“It the reason I have been doing it for so long. If it isn’t fun, I wouldn’t keep playing. That’s why you see so many professional athletes continue to play because it is fun for them,” he said.

25

From Scraps to Farm to Table

Composting program cuts down school’s food waste

Butterfield Farm owner Larry Hardin examines some of the tomatoes growing at his farm. Hardin operates several compost piles on the farm to help fertilize his plants.

Some of the items he uses to make his compost come from ASMSA’s Dolphin Bay Café. Hardin was approached by Shawn Chen (‘22) about helping ASMSA start a composting program that would reduce the amount of food waste by the school’s kitchen.

26

Every day, the Dolphin Bay Café produces food waste that is the natural result of cooking for around 250 students and employees. Not every part of every fruit and vegetable can’t be used in prepared dishes.

All of that waste can fill up a garbage container quickly. So when Shawn Chen (’22) began looking for a way the Student Government Association Food Committee could help solve a campus issue, finding a use for the waste became the focus of his efforts.

“When you look in the trash can on a normal day there is a lot of food waste,” Chen said. “Working in the cafeteria gave me an inside look at how they prepare food and how much waste it could produce.”

Terry Bryant, campus food services director for Aladdin, was on board with finding a solution to the challenge. He had a discussion about composting the year before but couldn’t really find a student interested in taking on the project.

“We produce so many vegetable scraps. It’s all the raw stuff; nothing that has been seasoned. The ends.

The peels. We can produce 30 gallons of scraps fairly quickly,” he said.

Chen’s first idea was possibly starting a garden on campus and use the waste to start a compost pile for it. A lack of space and the time commitment for the project forced him to reconsider his options.

That’s when he decided to find someone off-campus who could use

the food waste for composting.

Chen began searching midsemester in the fall to find someone who could use the scraps. He contacted several organizations he thought might be able to use them but kept running into road blocks. Some had very specific items they would accept. Others were interested but wanted the waste delivered to them.

Some never responded.

In early November, Chen contacted someone at the Spa City Co-Op, an organization that supports local farmers who produce natural products and sustainably grown foods and support sustainable agriculture practices. That person directed Chen to Larry Hardin, a farmer who runs Butterfield Farm with his wife.

Chen reached out to Hardin to see if he would be interested in the food scraps for his farm. Hardin said yes, thinking he could use the scraps for his compost pile he uses for his plants.

He also uses the scraps to help feed chickens on the farm, whose waste is also used as fertilizer, and compost for a small worm farm. “He seemed pretty interested and responded quickly,” Chen said of Hardin.

By mid-December, details had been worked out between Hardin, Chen and Bryant. Beginning in January, Aladdin employees began to collect food waste for the composting project. At the beginning, Bryant said, the hardest part was getting his staff to remember to save the scraps.

“The first couple of weeks it may have been a 50/50 proposition,” Bryant said. Eventually the routine set in, and not only were there enough scraps collected for Hardin, but an Aladdin employee and an ASMSA employee both participated in the compost program taking home some of the scraps for their own composting piles and chickens.

••• As you pull into the driveway of Butterfield Farm, you are immediately greeted by the free-range chickens roaming the property. They initially scatter as the vehicle pulls up to the house and the driver gets out but soon a few feel brave enough to walk up hoping for a treat.

The home is surrounded by plants of all kinds. Some are still flowering in asmsa.org

Larry Hardin shows a handful of worms he is raising in a worm farm using compost to help feed them. the late June heat which is very humid after a burst of thunderstorms came through the area earlier in the day. A barn and other sheds are visible from the driveway as are several buildings that resemble small plastic-covered World War II air hangars.

The Hardins began their farm in Butterfield, which is north of Hot Springs near Malvern, as a retirement hobby. The hobby garden has grown into a larger operation that sometimes resembles a full-time job. “It’s work we enjoy. We enjoy watching things grow,” Hardin said.

The plastic covered buildings are the four hoop houses filled with their crops — heirloom tomatoes, squash, peas, beans, corn and other vegetables.

Walking through the hoop houses, soaking hoses run down each lane of plants. Without those, they’d spend hours each day watering them, Hardin said.

The pea and bean plants have grown so tall they form long archways that make you feel like you may be walking into a magical pathway from a storybook. The heirloom tomatoes are almost as tall, and the plants’ fruit are starting to turn a purplish-black.

The hoop houses have screens attached to them to keep out bugs, deer and other pests who might enjoy

the fruit of the Hardins’ labor. Plastic covers the top of the hoops. A gated door keeps the chickens out. When they are working in the houses, they sometimes have a large fan going to circulate air through the rows.

Along the path to the hoop houses is one of the compost piles the Hardins have developed. It’s where the farms’ free-range chickens roam for extra food. It’s also where the majority of scraps from ASMSA go to be worked into the pile over time.

Some of the scraps may be used for the small worm farm Hardin has started in a worm box next to one of the farm buildings.

Hardin said when he first spoke to Chen he didn’t expect to be offered items for his compost pile.

“It’s not something you’d normally get a phone call about,” Hardin said.

I’m glad to hear that (Chen) wanted to see it used rather than go to the landfill. Everything out here is organic. I’m glad to be able to recycle someone else’s garbage.”

When he was able to get a load of waste from ASMSA, he would back his truck up to one of the compost piles and pour the scraps into it.

“The chickens immediately come running. I figure it’s fine either way. If it is in the pile, it will become compost.

Eventually it becomes compost even if the chickens get to it first,” he said.

••• Just as with just about everything else in our society recently, the COVID-19 pandemic interrupted the composting program. Hardin said he was able to make two pickups before the school sent students home for remote instruction in March.

All involved said when school returns to session that they want to restart the composting program.

Bryant said he’d like to see more places participate in composting programs. “There is so much farming, and it’s like $10 for a trash can. It’s not expensive,” Bryant said.

As for the current program, Bryant praised Chen’s dedication to finding a partner for the program to get it started.

“I was impressed with Shawn. He mentioned the idea to me on more than one occasion. He was very persistent,” Bryant said.

27

Krakowiak 1 of 10 to earn national teaching recognition Dr. Patrycja Krakowiak, a life sciences specialist at ASMSA, is one of 10 national recipients of The Henry Ford’s Innovation Nation Teacher Innovator Awards.

The Henry Ford Museum of American Innovation provides unique educational experiences based on authentic objects, stories and lives from America’s traditions of ingenuity, resourcefulness and innovation.

The Henry Ford’s Teacher Innovator Awards, co-sponsored

by Raytheon Technologies, honors pre-kindergarten through 12th-grade teachers who inspire their students to challenge the rules and take risks, who demonstrate how to be collaborative and empathetic, and teach the value of learning from staying curious and learning from failure.

Ten educators nationwide are selected for the Grand Prize. In previous years, the Grand Prize included a fiveday “Innovation Immersion Experience” at the Henry Ford for the educators. Because of the COVID-19 pandemic, however, this year’s trip has been canceled. In place of the trip, the organization is awarding each Grand Prize winner a $2,000 honorarium for educational supplies and a one-year premium subscription to The Henry Ford’s educational products and services as well as select merchandise from The Henry Ford.

The award shares a name with “The Henry Ford’s Innovation Nation” television show. The weekly Saturday morning show on CBS is hosted by Mo Rocca and showcases present-day change-makers from all over the world who are creating solutions to real needs.

Krakowiak said she was surprised when she received notice by email that she had been selected as one of the Grand Prize winners. She found out about the competition shortly before the application deadline. The application included videos of students speaking about their classroom experience and other testimonials about her classroom innovation.

“I thought I did the best I could with the time I had, but I didn’t think it was as good of a job as I could have done if I had more time,” she said. “So when I opened that, I thought it was a mistake. So I was totally surprised. I was thinking this might be a practice run.”

Krakowiak said it’s disappointing that she wasn’t able to do the trip because it would have been an opportunity to visit with and learn from fellow educators. Along with Dr. Whitney Holden, she teaches an Advanced Biology course in ASMSA’s STEM Pathways digital learning program. The course helps guide educators across Arkansas prepare students to take the Advanced Placement Biology course and test.

“The trip would have been fun, to meet other people and discuss ideas of how they innovate in their classrooms.

I teach teachers so my mind is always open to new approaches and new ways,” she said.

28

Dr. Patrycja Krakowiak teaches a session to biology instructors in ASMSA’s STEM Pathways Advanced Biology program via a Zoom meeting.

However, she’s pleased that she will be able to purchase items for her classroom with the honorarium. She already has several ideas of possible items, including some lowtech virtual reality items, hands-on models such as a new skeleton or life-size DNA sets for classroom use, and other laboratory consumables and equipment that could be used by students in on-campus labs or at home if needed for remote instruction.

“I’m excited to have the opportunity to choose different kinds of tools that I can use in the class and the lab to increase the novelty, the engagement and the excitement of my students,” she said.

Krakowiak said it’s important to try to have the most up-to-date equipment as possible, especially as the school’s Advanced Biology program grows. Krakowiak said there are 40 teachers currently enrolled to participate in the STEM Pathways program in the 2020-21 academic year. That translates into around 600 students around the state who will receive instruction from Krakowiak and Holden in addition to the residential program students. It motivates her to continue to improve her teaching skills, she said.

“That’s why I take it so seriously, and that’s why I have innovated as much as I have,” Krakowiak said. “I have always looked for things for my students, but now I have a new directive, a new mission. I try to make sure have the best possible, innovative technology for our teachers in Arkansas. It’s too easy to become a classroom teacher and become comfortable. But with 600 students and all of those teachers coming from so many different places, you have to differentiate your teaching, your approach and your innovation appropriately.”

Brown director of institutional advancement

Student Resilience Fund meets urgent needs during pandemic ASMSA has established the Student Resilience Fund to help address urgent needs of students.

Many friends of ASMSA asked how they could help students during the COVID-19 pandemic which required the institution to move to remote instruction during the Spring 2020 semester.

Students have also been offered an online option for the Fall 2020 semester.

The fund will help the institution assist students by eliminating gaps in food insecurity at home, providing broadband access and alleviating other challenges caused by the pandemic.

When ASMSA announced it would move to at least a week of remote instruction before Spring Break in March, the foundation provided students who indicated they would face food insecurity at home with gift cards that could be used to buy groceries and other needs for their families.

A friend of the school donated 12 Wi-Fi hotspots to be given to students who did not have access to adequate Internet connections for remote instruction.

The continuing pandemic forced ASMSA to announce the decision to forgo on-campus instruction for the rest of the Spring 2020 semester. asmsa.org

To make a gift to the Student Resilience Fund, visit asmsa.me/resilience.

As a result of not being able to rely on the residential services provided by the school, some students were exposed to continued gaps in needed resources.

By supporting the Student Resilience Fund, donors can make a difference by ensuring students have the resources necessary to help them through this critical time. Gifts of any size are appreciated.

“During trying times, we are reminded of the importance in meeting our student’s basic needs,” said Sara Brown, Ph.D., director of institutional advancement and the ASMSA Foundation.

“Alleviating things like food insecurity is a meaningful way to help reduce the burden and struggle for our students and their families.

“The ASMSA Foundation has established the Student Resilience Fund as an opportunity to provide basic resources. We are grateful for our donors and their generous support of our students throughout the year. Donations received will immediately impact our students.”

Sara Brown, Ph.D., is director of institutional advancement at ASMSA. Brown started in the position on Nov. 1, 2019, and oversees the operation of Office of Institutional Advancement and the ASMSA Foundation. She most recently served as the managing director for the Arkansas 4-H Foundation at the University of Arkansas Cooperative Extension Service.

She previously served as director of development at National Park College in Hot Springs where she also served as assistant director of financial aid.

She earned an interdisciplinary doctorate in leadership from the University of Central Arkansas in 2017. She also holds a Bachelor of Arts and a Master of Business Administration in accounting from Henderson State University.

Brown said she was excited to continue working at an educational institution.

“I love the community, and I love education,” Brown said.

“I’m really looking at giving kids better opportunities across the state to reach a higher level of education. When I was working on my doctorate, I spent four years studying student success efforts and what to do to help the students.

We are a very low-achieving state in education, and we are very low retention in higher education.

“It’s important having a school like this and opportunities for the kids to go out of country and see more things than just Arkansas but then bring them right back here to see how it affects our state. [To see] how they can start projects in high school and carry that forward into their college education and then into their career to be able to make a difference.”

29

A Campus of the University of Arkansas System • 200 Whittington Ave. • Hot Springs, AR 71901

Final Frame

ASMSA art instructor Brad Wreyford and students Reed James (‘20) and Cooper North (‘20) made these wooden ornaments for the 2019 Christmas tree at the Arkansas Governor’s Mansion. Wreyford highlights artwork by ASMSA students on an Instagram account — @asmsa_artanddesign.

The 2020 edition of The Muse featuring visual and graphic art works and literary pieces by ASMSA students has been published. To view the student-produced publication online, visit asmsa.me/themuse2020.