Class of COVID-19

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

CLASS OF COVID-19 ASMSA students resilient amid pandemic’s challenges

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

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 2019- 2020 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.

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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.

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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 COV- ID-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

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-athome order issued. So my grandmother said what about (ASMSA)?”

Seward served as Hemund’s research 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.

Dr. Donald R. Bobbitt, president of the University of Arkansas System, delivers face 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 equipment to medical professionals during the COVID-19 pandemic.

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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

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 CO- VID-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.”

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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

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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.”

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‘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 Nwanko (‘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 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)

‘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)

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