Tangents Summer 2021

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

SUMMER 2021

SPEAKING MY LANGUAGE Students delve deep to earn Arkansas Seal of Biliteracy

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

Earlier this summer, ASMSA had the opportunity to host the National Consortium of Secondary STEM School’s annual Student Research Conference.

The virtual event included more than 200 participants from 30 schools in 16 states and four countries.

A few years ago, NCSSS released a revised definition of what constitutes a “STEM school.” NCSSS defines STEM schools as “those that prepare students to be leaders in global innovation by engaging them in rigorous, relevant, and integrated learning experiences, with a science, technology, engineering, and mathematics focus as well as specialization that includes authentic research school-wide.” The commitment to research and inquiry are of special importance to our institutions and a key way we engage and inspire highlymotivated students beyond the traditional classroom.

While the past year and the COVID-19 pandemic have presented myriad obstacles for students, educators, and schools, the ability to pursue hands-on research in labs with mentors has been one of the most challenging. Research and inquiry are inherent to our pursuits and is at the core of our schools; however, the ways in which programs created pathways for student research often had to be re-imagined. Still, both students and faculty mentors found creative ways to persist. The pandemic even inspired research in virology, infectious diseases, mental health, and other topics that might not have felt as meaningful or relevant just months ago.

In many ways, the event was a celebration of the perseverance of our schools, our partnerships, and our desire to grow through inquiry. That persistence has been the defining trait of this most unusual year. In Summer 2020, we were tasked by the University of Arkansas Board of Trustees as well as Governor Hutchinson with resuming residential operations in August for all students who were ready to return. By July, it was clear that ASMSA would be the only one of our peer institutions across the South and Midwest to do so, which made the task feel all-the-more daunting. But at Commencement in May, we celebrated zero student cases of the virus on campus for the entire academic year.

I am amazed at what these young people and my colleagues do even on ordinary days, so perhaps I was shortsighted in thinking they could not accomplish the seemingly impossible. The resolve of our students, faculty, staff and parents left me humbled and awed daily. I consider myself fortunate to be surrounded by a community of learning and to have also grown in my love for these special schools over the past year.

Director of Institutional Advancement Sara Brown, Ph.D. Board of Visitors Timothy Barnes, Chair Fletcher T. West, Vice Chair Brian Reed, Secretary Gary Dowdy Marlene Battle, Pharm.D. (‘97) Mary Alice Chambers Mary Zunick Ex-Officio Representatives Arkansas Economic Development Commission Science and Technology Tom Chilton, Division Director Arkansas Department of Education Krystal Nail, Program Director, Office of Gifted and Talented and Advanced Placement Arkansas Division of Higher Education Maria Markham, Ph.D., Director Department of Arkansas Heritage Patrick Ralston, Executive Director, Arkansas Arts Council ASMSA Foundation Fund Board of Ambassadors Tricia Curreri, Chair Association for Alumni and Friends of ASMSA Amy Stvartak (‘11), Chair ASMSA Governing Council Whitney Moore, President ASMSA Student Government Claire Green (‘22), President ASMSA Parents Advisory Council Traci French, Chair For more information about ASMSA, visit our website at asmsa.org or call (501) 622-5100.

Writer and Graphic Design Donnie Sewell

Corey Alderdice

Director

Photography Mike Kemp

inthisissue SUMMER 2021

RECs play important role in campus life

Page 8

Investments, new courses shaping students into artists Page 22

features

#ASMSA

2 30 Years and Growing

20 New Strategic Plan

6 Historical Reference

27 STEM Innovator

ASMSA marks 30th anniversary of legislation creating the school.

Instructor Dr. Neil Oatsvall named state’s top history teacher.

The 2025 Strategic Plan affirms the school’s core mission.

Dr. Whitney Holden receives first NCSSS innovative educator award.

12 Persevere and Endure 29 Faithful Rendition The Class of 2021 celebrates graduation after an unusual year.

Tune by Rachel Hale (‘09) is title song of Dove Award-winning album.

On the Cover: French instructor Bryan Adams holds a discussion in one of his classes. Adams helped lead an effort to assist students in qualifying for the Arkansas Seal of Biliteracy and building the depth of courses at ASMSA. Story on Page 14 asmsa.org

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30 Years and Growing On March 1, 1991, then-Gov. Bill Clinton signed House Bill 1387 of the 78th Arkansas General Assembly into law as Act 305. Two days earlier, he had signed Senate Bill 236, enacting Act 259. Together, the two pieces of legislation officially established the Arkansas School for Mathematics and Sciences.

Today, the school is known as the Arkansas School for Mathematics, Sciences, and the Arts and is a campus of the University of Arkansas System. It has more than 2,700 alumni, the majority of whom reside in Arkansas. Within the past decade, the campus has celebrated the opening of two new buildings — the Student Center in 2012 and the Creativity and Innovation Complex in 2019. A full renovation of the Chapel and Convent structures is set to begin in summer 2021.

Additional projects are on the horizon.

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But 30 years ago, ASMSA was represented by words on paper and the drive by several passionate visionaries who thought such a school was an important step to better educate Arkansas students and prepare the state for future economic growth.

The path getting there was a series of events that at first may seem unrelated but were key to ASMSA’s creation, said Dr. Ron Hart, the former director and chief scientist for the U.S. Food and Drug Administration’s National Center for Toxicological Research near Pine Bluff.

“What has fascinated me is how a series of presumably nonrelated events can combine into a pattern leading to the creation of legislation that impacts the lives of thousands of people,” Hart said.

The first of those events was the creation of the Arkansas Science and Technology Authority in 1983, Hart said. The organization was the result of a phone call years earlier he received from U.S. Rep. Ray Thornton who contacted him with an oft-asked question: how could he improve the quality of jobs for his constituents?

Hart said he told Thornton that society was becoming more technology-based and the residents of Arkansas were not being prepared for the jobs that would be required for such a transition. Hart said one thing which could help improve that would be an organization that focused on improving science and technology initiatives — including math and science education — in the state.

Dr. John Ahlen, who would play a crucial role in ASMSA’s creation, was brought in to lead ASTA in 1984.

A second out-of-the-blue phone call was the next unexpected event in ASMSA’s history, Hart said. Hillary Clinton, who was then serving as first lady of Arkansas and head of the Arkansas Education Standards Committee, was passing through Pine Bluff when she called Hart.

“She asked if I was free for a cup of coffee. She said she had been speaking to John (Ahlen), and he told her about my push for education. She asked, ‘What are you suggesting we try to do?’” he said.

During their visit, Hart said he spoke about how it wasn’t economically feasible for many school districts around the state to offer the level of mathematics and sciences courses that would have the desired impact on the state’s economy.

“I said if you really want to impact that then what April 16 Hillary Clinton leads a feasibility meeting to consider creating a math and science school.

1990 May 16 Dr. John Ahlen visits the North Carolina School for Mathematics and Science, the oldest such school in the country. The school had 550 students at the time. asmsa.org

you need are people who love science and love doing research and education. But in most of Arkansas, it’s pretty hard to have teachers in Algebra II much less calculus. You just don’t have school budgets to do it,” he said.

So he suggested the creation of a school whose goal would be to provide the science and math courses for motivated students who wanted to pursue advanced study that their home school wouldn’t be able to offer.

He said Clinton liked the idea.

Hillary Clinton said the idea of such a school began to germinate with her in 1983 when she became the chair of a commission to make recommendations to the Legislature about standards. The commission traveled to every county in the state for public meetings and hearings, and they kept hearing the same message, she said.

“We were told over and over again how hard it was for some students in some districts to take math and science courses in high school to be prepared for college,” she said. “One of the things Bill and I started in 1979 was to host a reception for honor students, valedictorians, and other top students in the state. We would ask them what they were planning to do. Too often they said they didn’t have the courses needed to go to the university. It required certain math and science courses.”

Clinton said even after the Legislature passed a sales tax to fund teachers’ salaries she was still struck by the absence and capacity of districts to offer a full range of advanced math and science courses.

In April 1990, Clinton hosted a feasibility meeting for a group of education, business, and state government leaders to discuss establishing such a school in Arkansas. A second meeting was held in August 1990 in which a decision was made to seek a study of similar programs in other states.

Among those who participated in the study was Ahlen, who said then-Gov. Bill Clinton asked him to lead a feasibility study of the proposed school. Clinton said he wanted a fresh set of eyes on the subject. Conducting such feasibility studies was something Ahlen was familiar with through his work at ASTA, which had conducted such studies for its own programs. The topic, however, was outside of the range they normally explored, Ahlen said.

August 14 A second feasibility meeting is held, and focus groups are expanded.

August 22 The first of several focus group meetings lasting into October is held.

December 10 A position paper authored

by Dr. John Ahlen outlining a proposal for the school is sent to Gov. Bill Clinton.

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Ahlen and several members of the committee visit- school after was important in convincing not only leged similar schools in other states, such as North Caro- islators but also educators around the state as well. lina and Mississippi. Charlie Cole Chaffin — who then “North Carolina was the motivator to see that it served as a state senator and was one of the sponsors could be done,” she said. “Getting educators on board of the eventual Senate bill to establish the school — was important but it was not going to be enough. Getserved on the committee and helped lead meetings ting teachers was essential but not sufficient. We had about the possible school around the state. to get community leaders and business leaders who Ahlen wrote a paper supporting the creation of the were convinced that it could make a difference.” school based on the committee’s findings. The paper Chaffin — a former teacher who often heralded edincluded draft legisucation bills through lation for the school the state Senate durthat laid out its puring her tenure — said pose, how it would one of the keys to operate, and other success was getting details. people who were not Then came the teachers involved in hard part of conthe creation of the vincing legislators school. that the new institu“We changed attion was important titudes that this was for the state. Ahlen important,” said said that the conChaffin, who later sensus of many legserved as a chemisislators was that it try instructor for five wouldn’t work. years at ASMSA. “We “They had all were able to involve kinds of reasons people who seemed of why it wouldn’t to carry more weight work,” Ahlen said. than educators. We Dr. John Ahlen, made them proud of “No community in the state would be former director of the Arkansas Science it. Several of them able to provide the then tried to get the and Technology Authority who authored a school in their area.” required facility. Facility costs would Dr. Johnnie Roeposition paper on the creation of ASMSA come from the combuck, who taught in munity, and comArkadelphia schools munities wouldn’t be at the time and latwilling to pay those. No parent is going to allow their er became a member of ASMSA’s advisory board as child junior year to go to a residential school. Kids well as its ensuing Board of Trustees in the 1990s and wouldn’t want to give up their social activities for junior 2000s, was a member of the Arkansas Education Asand senior year to go to a brand-new school. sociation. She said educators in Arkansas wanted the “There were maybe three or four more things. There school to allow the state to follow the path of states such was all these preconceptions that this could not hap- as North Carolina, who established the first school of its pen. But the idea prevailed.” type as part of the University of North Carolina System.

Clinton said having similar schools that were suc“Some schools couldn’t offer the same kind of recessful in other states that Arkansas could model its sources. We saw it as a way for our gifted students to

‘They had all kinds of reasons of why it wouldn’t work. No community in the state would be able to provide the required facility. No parent is going to allow their child junior year to go to a residential school. Kids wouldn’t want to give up their social activities for junior and senior year to go to a brand new school. ... But the idea prevailed.’

January 1 Companion bills are filed in the Arkansas Senate (SB236) and House of Representatives (HB1837) to establish the Arkansas School for Mathematics and Sciences.

1991 February 27 Gov. Bill Clinton signs SB236 into law, creating Act 259 of 1991.

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March 1 Gov. Bill Clinton signs HB1837 into law, creating Act 305 of 1991. The Arkansas School for Mathematics and Sciences is officially established by law.

realize their potential. It’s not that there was anything wrong with our public schools, but this would allow one place to come together to educate these talented 11thand 12th-graders,” Roebuck said.

Both Roebuck and Chaffin led campaigns to host the school in their hometowns — Roebuck in Arkadelphia and Chaffin in Benton. Chaffin led a successful sales tax campaign that would have helped pay for the school’s operation if Benton had been selected, but Hot Springs was chosen in July 1992 as the school’s host site.

The school opened to students in 1993. In that time, it has been recognized by several education organizations and national publications such as Newsweek, The Washington Post, The Daily Beast, Code.org, Study.com and the National Consortium of Specialized STEM Schools as one of the nation’s top and most innovative public high schools. That recognition is important to the continued operation of the school today, said Roebuck, who also served as a state representative during her career.

“It helps with student recruitment, but it also helps with legislators and lawmakers. They see results from the investment by taxpayers,” Roebuck said.

Clinton said everyone in Arkansas should be proud of the school for multiple reasons. The national recognition is beneficial for the whole state, she said. The continued efforts to provide advanced courses in math and science are important, especially in a time where some people have become skeptical of science. Giving graduates an educational base that leads to an opportunity for them to attend the college or university of their choice “is a terrific outcome,” she said.

“Here we are with this real beacon of excellence in Arkansas,” Clinton said. “The support the Legislature gave 30 years ago has been more than realized in outcomes and impact. The more than 2,700 graduates and $200 million in scholarship offers. More than two-thirds of those students choosing to continue their education in Arkansas. It has an ongoing impact.

“It is a terrific testimony that if we come together and learn what works that we can create our own successful version.”

Clinton said during her travels across the country she has had the opportunity to meet several alumni.

“I’ve lost track of how many, but people will come up to me at an event and tell me that they are a gradu-

1992

January 27 The Arkansas Department of Education issues a Request for Proposals for the future site of the Arkansas School for Mathematics and Sciences.

April 3 The deadline for RFP submissions for site selection.

The state received proposals from 52 cities. It is narrowed down to 7: Arkadelphia, Batesville, Benton, Blytheville, Conway, Fayetteville, and Hot Springs. asmsa.org

ate of the school. They work in all kinds of areas. Many of those in tech industries attribute their jobs to their studies at the school. There are people from other walks of life as well, but they are all so grateful for how well-educated they were.”

Hart said the school’s national recognition disproves a stereotype about education in Arkansas.

“Whether we like it or not, Arkansas tends to have a certain national reputation. It is not recognized for its leadership in education at many levels, which is unfortunate because we do have leadership in various areas.

It always surprised people in Arkansas that they have a high school that is a national leader,” Hart said.

Hart said the national recognition is the outcome of something more important: results. He said one of the original goals of the school was to provide advanced educational opportunities to students regardless of their social or economic backgrounds. ASMSA has done that, he said.

As proof he shared a story about meeting an ASMSA graduate on a plane ride back to Arkansas after a business trip years ago. The young woman next to him recognized him and his affiliation with the school.

She grew up in Wabbeseka in Jefferson County. Her father was an evangelical pastor, and she was one of 17 children. As she grew older, she thought she would likely either get married or work at the paper mill in Pine Bluff. A counselor at her school told her she should apply to ASMSA at the time, and she convinced her father to let her attend the school. When she met Hart on the plane, she was a doctoral student in mathematics at Princeton University.

“I have no idea what eventually happened to her, but for her to have that opportunity is exactly why I pushed as hard as I did. Wherever they were raised, they would have an opportunity to get a good education in the sciences and mathematics. I knew at that point we had achieved that goal,” he said.

Ahlen said he has had similar opportunities to visit with students and their parents. He reflected on one student he knew before she attended the school.

“ASMSA was a life-changing experience that took their future in a different arc than it may have taken.

Many were recognized among the bright stars in academia. That’s the payoff we were hoping to achieve 30 years ago,” Ahlen said.

July 1 The Advisory Board of Directors holds a meeting to vote on the final site. The board chooses Hot Springs over Batesville on a narrow 5-4 final vote.

April 30 - May 26 Site visits are conducted by the ASMSA Advisory Board of Directors and Dr. Betty Cravy, the school’s first director. Hot Springs’ site visit is held May 21.

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Oatsvall named state’s top history teacher Dr. Neil Oatsvall, a history instructor at ASMSA, was named the 2020 Arkansas History Teacher of the Year by the Gilder Lehrman Institute of American History.

The Gilder Lehrman Institute of American History is the nation’s leading organization dedicated to K-12 American history education.

Inaugurated in 2004, the award highlights the crucial importance of history education by honoring exceptional American history teachers from elementary school through high school. The award honors one K-12 teacher from each state, the District of Columbia, Department of Defense schools, and U.S. Territories.

Oatsvall attributed the honor to his students’ classroom efforts and the inspiration from his fellow educators. As an alumnus of the University of North Carolina, Oatsvall referenced Basketball Hall of Fame and longtime Tar Heels coach Dean Smith’s approach to accepting recognition for achievements.

“When Dean Smith won his first national championship in 1982, he declared that winning the big game did not make him any better of a coach than he had been before it,” Oatsvall said. “In the spirit of Coach Smith, I am honored to accept this award in the name of my students and ASMSA. No teacher could have ever asked for a better set of students or place to be with them in the classroom. Any recognition I receive is truly a testament to the brilliance and hard work of my students and the standards of excellence set every day by my talented colleagues.”

Oatsvall completed his undergraduate work at the University of North Carolina in Asian Studies (Japanese language) and history.

He received his master’s degree from North Carolina State University, and his doctorate from the University of Kansas, both in history. Oatsvall currently serves as 6

the chair of the Humanities and Arts Department and teaches history and social science courses at ASMSA. He has published in various outlets, including Agricultural History, Environment and History as well as Gastronomica: The Journal of Critical Food Studies. His book manuscript is under advanced contract with the University of Alabama Press.

Oatsvall transfers his passion for history research into his teaching at ASMSA, especially in his United States history classes and humanities Capstone research class, which he co-teaches. One of his goals is to help his students “create meaning out of the world around them.”

“Most of my students may not remember all of the dates and names that we discuss, but I hope they can take complex ideas and events, put those in perspective and find something that makes their own lives make more sense. Knowing who we are as a people is much more important than any history trivia students might learn,” he said.

Oatsvall said he wants to guide his students to learn to do their own historical research to gain a better understanding of historical events and the impact they have on our lives. Perspective can be influenced by events that happen to those who record history.

“Perspective is actually one of the crucial ideas in my pedagogy,” he said. “So often there are multiple actors in history who see the same events and cite the same American principles and freedoms but they come up with completely opposite viewpoints. Those times when we disagree are the times that we get to debate the meaning of what it means to be an American.

“I help them find a lot of the primary source documents, but they

also do their own research. Interpreting the past is fundamentally what the discipline of history is about.”

In addition to a $1,000 honorarium, ASMSA received a core archive of American history books and Gilder Lehrman educational materials.

Now celebrating its 25th year, the Gilder Lehrman Institute of American History was founded in 1994 by Richard Gilder and Lewis E. Lehrman, lifelong supporters of American history education.

The Institute is the leading nonprofit organization dedicated to K–12 history education while also serving the general public. Its mission is to promote the knowledge and understanding of American history through educational programs and resources.

At the Institute’s core is the Gilder Lehrman Collection, an archive of American history.

Drawing on the 70,000 documents in the Gilder Lehrman Collection and an extensive network of eminent historians, the Institute provides teachers, students and the general public with direct access to unique primary source materials.

Oatsvall praised the Institute’s efforts to provide educators and students opportunities to study history through its various programs.

“The Gilder Lehrman Institute has been a tireless advocate for the teaching of U.S. history in schools, and I’m so thankful for them,” he said.

“So many organizations support STEM fields or the arts, but in the general humanities we have much less. I’ve benefited from professional development form their group, and I love the conversations they start. The GLI is essentially irreplaceable for our discipline.”

‘Those times when we disagree are the times that we get to debate what it means to be an American.’

asmsa.org

Fadah chosen to serve on history institute’s council Ghaida Fadah (’22) was chosen to serve on the Gilder Lehrman Institute of American History Student Advisory Council.

The council is a diverse group of middle and high school students who provide valuable feedback on the institute’s programs and materials while also giving opportunities to do research projects and introduce new projects.

Students are recommended to the council by a teacher based on their academic achievements and interest in American history.

Fadah was nominated for the council by Dr. Neil Oatsvall, chair of ASMSA’s Humanities and Arts Department and a history instructor.

Fadah said the current council has around 50 students. The council traditionally has been comprised of students from New York City, where the organization is headquartered, she said. But because of in-person meeting restrictions because of COVID-19, the organization opened the council membership to students around the country.

Meetings are conducted virtually, allowing a more regionally diverse group of students to participate, she said.

“They offer so many courses and programs to help teach history,” Fadah said of the institute. “The feedback given by the council helps determine what is used and how effective it is.”

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Liz Carrel, left, a Residential Experience Coordinator on the first floor of Nichols Hall, takes a few moments to play a video game with two of her floor’s residents. ASMSA added the REC position to the Residential Life staff this year as part of a threeyear investment in updating the department’s staffing model.

Live and Learn

RECs focus on student development When a student applies to attend ASMSA, much of the early discussion centers on whether a student will be able to adjust to the rigorous curriculum offered by the school.

Just as important, though, is how a student will adapt to living in a residential setting away from their families.

Will they flourish and make new friends? Will they want to stay in their room, hidden from their classmates?

How will they handle the natural stress associated with leaving home while growing to be more independent?

ASMSA has in recent years expanded programs and services that address these questions. One action the school took was to add a licensed counselor to its staff to ensure students had a professional to reach out to for help or social-emotional guidance as needed.

The counselor leads groups that provide students an 8

opportunity to share their feelings and concerns in a constructive setting in addition to individual meetings as necessary. This fall, a licensed social worker will be added to that office.

An assistant dean of residence life who lives on campus was added to the residential staff in 2019, providing a full-time position who serves as an experienced administrative presence during the evening hours when students are out of class and to help lead the residential staff, including Residential Mentors (RM).

RMs live on the floors with students and lead various educational sessions, conduct room checks, and serve as first contact for students.

The 2020-21 academic year completed a threeyear process of investment in an updated staffing model and additional personnel that underscores the

Alexander Anderson, a Residential Experience Coordinator in Faris Hall, plays a card game with a group of students in the Dolphin Bay Café.

Anderson, who previously served as a Residential Mentor, was one of six RECs who were hired for the 2020-21 academic year.

importance the Residential Life staff play in student support and success. This year, the staff was reorganized to add six Residential Experience Coordinators. RECs are live-in staff who have shown a passion for the field of Student Affairs through their degree-program choices or their transferrable experiences, said Dr. Rheo Morris, dean of students at ASMSA. Each of the RECs have master’s degrees.

“Prior to this position, the RM roles were often viewed as transitional roles held by a person who stayed one or two years,” she said.

“It served as a waiting period as some examined what they wanted to do with their careers or a launching pad for them to pursue a career in Student Affairs.”

The new REC roles demonstrate ASMSA’s commitment to the staff’s professionalism, Morris said.

“Live-in staff have come a long way from being ‘dorm moms’ and ‘dorm dads’ and now serve in the capacity as paraprofessional counselors, advisers, programmers, and persons who understand the theory behind certain behaviors,” Morris said.

Liz Carrel, one of the RECs, has degrees in social work — a bachelor’s asmsa.org

from the University of Arkansas at Little Rock and a master’s from Barry University in Miami, Fla. She was excited about the opportunity to serve as a mentor to ASMSA students, following the example of her previous mentors, including Dr. Sara Brown, the school’s director of institutional advancement. Brown once served as Carrel’s mentor and counselor when Carrel was a student at National Park College in Hot Springs.

“I want to mentor and make a difference in our students’ lives just like Dr. Brown made a difference in my life,” Carrel said. “It’s about building community and rapport within our residential life. It’s about supporting the students through the school year and giving them the tools they will need to succeed in the real world.”

How students gain those tools are vital as well.

“It’s important that students are participants more than spectators because these skill-building activities will assist them in how to work in groups, lead a team, and much more,” Carrel said.

••• Salary increases allowed ASMSA

to be more competitive in recruiting talented professionals for the roles.

The position and salary are equivalent to a residence hall director on a college campus, but RECs work with a much smaller group of students.

The changes included a more enriching model for a growing Student Development Program that focuses on social and emotional learning (SEL). The first three weeks focused on topics such as self-management, hygiene, relationships, communication skills, conflict resolution, and self-awareness, Morris said. It is the school’s goal to bridge the gaps toward them becoming engaged citizens, she added.

During this past school year, ASMSA had seven RECs on staff, including four who previously served as ASMSA Residential Mentors, three of whom earned an advanced degree during their tenure at ASMSA. The original plan was to have six, equivalent to the six wings in the Student Center. A seventh REC was added to ensure this year’s cohort of remote students had full access to a shared community and set of programmatic experiences.

Savannah Ramion is one of the 9

‘The social and emotional learning programming is going to have a positive impact on student development while at ASMSA. A residential experience is something that not many high school students can participate in, and we want to give our students a great time here. I love seeing how much the students grow while at ASMSA, both in academics and a residential setting.’

Savannah Ramion, Residential Experience Coordinator, Second Floor Nichols Hall former RMs who became an REC. After earning her master’s degree in College Student Personnel Services from Arkansas State University in Jonesboro, moving to the REC position seemed like a natural step in her career progression as a student affairs professional, Ramion said. While the two positions are similar, serving as the professionals in the Social Emotional Learning program is the focus for an REC. “The SEL programming is going to have a positive impact on student development while at ASMSA,” Ramion said. “A residential experience is something that not many high school students can participate in, and we want to give our students a great time here. I love seeing how much the students grow while at ASMSA, both in academics and a residential setting.

“Sometimes you can see their personal growth over the course of 10

a month or so, but looking back at a student’s first day at ASMSA up to their last day, there is always a big change in them. Whether those changes are through their maturation or watching them use the tools that we’ve taught them for time management, healthy eating, and mental health, it is satisfying.”

Adrian Tharpe joined the ASMSA staff this year as an REC after serving in student life positions at Murray State University in Kentucky and Middle Tennessee State University. He earned a bachelor’s degree in Organizational Communication from Murray State University and an Educational Specialist degree in Administration and Education from Middle Tennessee State. He works to be available as a listener as much as a teacher.

“I enjoy their ambition. They are so motivated about their education and their gifts. I love hearing about

their day, about class, their friends, and family. I love that they feel comfortable coming to me about stuff,” he said.

“Most times anyone that you care for needs to be heard and they need to know that you will be there from the smallest question to the largest issue.”

••• Maddisyn Karn is another previous RM who has advanced to become an REC. She was chosen to work with the remote-learning students. While they may not have been on campus, it was vital that they recognized they are and remain full members of ASMSA’s community of learning.

Karn said the Social Emotional Learning aspect of the position aligns with the values she was taught were earning her social work

degrees — a bachelor’s from Southern Arkansas University in Magnolia and a master’s from the University of Arkansas in Fayetteville. She still conducted “floor meetings” with the students and contacts them each individually every week for check-ins, she said.

“The biggest adjustment was finding ways to build rapport with the new students who are remote.

The hybrid part of the position has also allowed me to use my degree more as I am helping [Staci Stich, the school’s licensed professional counselor] with mental health as well as planning SEL programs.”

Karn — who will transition to a licensed social work position on staff this fall — said the REC position takes a more hands-on approach with the students. “It allows for more quality and thoughtful interaction with the students. I approached the job with optimism, an open mind, and organization,” she said.

There are also four Residential Mentors on staff who will continue to work within Residence Life.

“Residential Mentors are still highly involved in the day-to-day running of the Student Center,” Morris said. “They create and implement programs, serve as mentors and teachers for students, and support the Social Emotional Learning program. They will communicate with parents more regularly to ensure we are all working in the best interest of the student.”

••• As with most areas of our lives, the COVID-19 pandemic required the Residential Life staff to adjust their plans. Students who chose to return to campus for on-site learning were required to stay on campus, including weekends. Their time off campus in town was restricted as well.

Morris said the timing of implementing the program worked out well despite it not being the timing she and her staff had anticipated.

“The RECs served as the bridge between students and the experiasmsa.org

ence on campus,” she said. “This year there were many more restrictions including the students being unable to go home every weekend.

As a result, parents saw less of their students, but the RECs called them biweekly to keep them informed of any concerns or celebrations. The RECs became a more pronounced extended arm of the parents.

“Parents have been appreciative of the position because of the increased communication between the department and the parents.

Parents with kids who do not call home often are even more appreciative. The students were happy to have the additional staff available because it increased programming opportunities and increased intentional interactions.”

Ramion said that the additional communication with parents took some adjustment. As the year went by she added different ways to interact with parents from individual emails, phone calls, and texts about their students to weekly updates on what they were doing on the floor.

She thinks that experience will carry over into the future.

“Going into the new school year, I am hoping to build a better relationship with students’ parents and learn better ways to communicate with them,” she said. “Looking back, I know what I can fix to do better in the new school year. I want parents to be able to reach out to me whenever their student needs something and know they can rely on me to do the best for their student.”

Finding ways to keep students busy and entertained during the unusual period of restrictions and social distancing that was required to have a safe campus took extra planning as well. Carrel tried to provide safe alternatives to some regular activities that were canceled.

When the annual Wacky Tacky Dance had to be canceled in the fall for COVID-19 restrictions, she decided to do a similar activity for her floor.

“Our floor dressed up Wacky and Tacky. We provided a photo booth,

pizza, and played ‘Just Dance,’ socially distanced of course. Many school events were canceled last year, but I continued to provide that normality by having those similar school-related events on our floor but as a safe alternative,” Carrel said.

Camille Jordan, another REC, held “Super Smash Bros.” videogame tournaments, Fun Friday events, and craft programs to keep students entertained.

“Anything that involved competition, pizza, and simply being with their friends was a hit!” she said.

••• While they were trying to help the students cope with an unusual year, the RECs also learned that self-care was just as important. Ramion said one of her biggest challenges was focusing on her own mental health because of the pandemic’s unusual stressors. In past years on her days off she might still do an activity or two with students. But this year she made sure to use her days off to decompress and focus on her hobbies.

“By focusing on my mental health, I’ve become more aware of my strengths and weaknesses as well as helping students through this strange year by being transparent with them about my mental health struggles and what I’ve done to overcome them,” she said.

Tharpe took a similar approach, making sure on his days off he would find something to do to help relieve his own stress. “I realized that if I cannot care for myself, it is so hard to care for the students,” he said.

Morris said what pleased her most about this first year of the REC program were the staff members and their approach to the school year.

“I am pleased that we were fully staffed with people who were passionate about the development of the students during a very difficult time.

The level and volume of programming was extraordinary. The staff did a great job of optimism and creating joyous moments during a stressful pandemic year,” Morris said.

11

Persevere and Endure Class of 2021 overcomes unusual circumstances

ASMSA held commencement exercises for its Class of 2021 on May 22 at Bank OZK Arena at the Hot Springs Convention Center.

The ceremony honored 96 graduates from 39 Arkansas counties.

Heather R. Nelson, co-founder and president of Seal Solar, served as the keynote speaker for the event.

The ceremony also featured several student speakers.

Nelson co-founded Seal Solar, an energy solutions firm, in 2012.

Prior to that, she served as a corporate lender for some of the nation’s largest banks for nearly two decades, according to her biography. Under her leadership, Seal Solar has completed more than 250, 12

or approximately one-in-five, solar projects in the state.

Among the advice she shared with the graduates was to be prepared to fail and not let it become their biggest fear in life. She said when she was 40 that she had a devastating year of personal and professional loss. Over time, she embraced all of her failures, making peace with them and herself.

“I will share today that what I learned is that failure isn’t as scary as we make it out to be, as we let others make it out to be,” Nelson said. “In fact, any success I have today can be tied back in some way to the failures of that year.

“There is something to be said

for someone who knows what rock bottom feels like; they become fearless — they know what failure is, and they know they can rebound from it.

So, they take more risks, they love bigger, they try more — mainly they embrace the fact that growth is a lifelong endeavor. You can do that too. Just remember there is beauty in the slow rise up.”

She also told the graduates that it is OK if they have not found “your people” yet. She encouraged them to be proactive in seeking them out, including mentors. “I had no idea how valuable they would both end up being to my life,” Nelson said.

Nelson briefly touched on other topics including courage and curi-

osity, critical thinking, balance, and transparency. She said that she believes in “seasons” rather than balance in a person’s life. There will be times that your life will be focused on work and times that it will turn to family and friends. She described those times as seasons rather than balance because our lives ebb and flow based on your priorities, she said.

Jacob Holmes (’21), who served as president of the Student Government Association, spoke about the adjustments he and his classmates were forced to make over the past two years, especially as the world battled the COVID-19 pandemic.

“Although we could not have known the future, we knew that our determination to adapt would be one of our most valuable assets to succeeding at the rigorous academic and social standards that come with living at ASMSA,” Holmes said.

The Class of 2021 had begun to settle in both academically and socially in their first year on campus when the pandemic forced a transition from the residential experience to remote learning in the spring of 2020, for what at first was thought might be two weeks but ultimately became the rest of the semester.

Enduring their absence from the campus at which they had chosen to come to live and learn, they returned for their senior years fully expecting to possibly have to return home should they or some of their classmates contract the virus.

“However, I believe that this year we all persevered and worked harder than any of the previous years because we wanted to make ASMSA work for all of us,” he said.

That included faculty members who learned to operate within a virtual learning environment, residential staff finding new ways to host student programs and keep students safe, administrators quickly developing plans so that ASMSA could continue to run smoothly, parents adjusting to new visitation requirements, staff integrating asmsa.org

Heather R. Nelson, co-founder and president of Seal Solar, served as the keynote speaker.

new protocols to run and sanitize ASMSA, and students quickly adjusting to the new procedures for living and studying on or off campus, he said.

All of those efforts combined led ASMSA reaching the conclusion of the school year with zero positive cases of COVID-19 on campus among the student body.

“We succeeded! We got to conclude this year with a graduation ceremony with all of our families, friends and teachers after learning at the premier academic institution of Arkansas that is ASMSA!” Holmes said.

Catherine Kwon (’21) pointed out that May 22, 2021, marked their 658th day as classmates since their move-in day in August 2019. She encouraged her classmates not to examine their time at ASMSA in chronos time — or chronologically — but rather in kairos time — moments of meaning and opportunity, in this case from the time “when we each decided to click the ‘submit’ button and join the ASMSA community.”

“Ever since then, our time has taken on greater depth and significance; from the buzz of Fortnight to the energy at midnight breakfast and the primal scream, our ASMSA experience is dotted with countless

unforgettable moments. I truly believe that our school — our community — is a place where time gains so much joy and value that mere numbers simply can’t do it justice,” she said.

She said in the short two years that they have acquired an unbelievable amount of knowledge and experience, such as how to determine water quality, write musical compositions, throw pottery on a wheel, speak Japanese, analyze Greek literature, and many other experiences.

“It may have been a coincidence that we all just happened to be in Arkansas, to discover ASMSA, and happened to meet each other, but the change and growth we are able to bring out of one another are so unique, and that has made these two years so deep and meaningful. Just remember: do what you feel has a value and significance that outweighs any numerical definition of your time,” Kwon said.

Aishani Singh Vengala (’21) said that while she may not know each of her classmates personally, they would never be complete strangers to each other. Their common experiences have helped them form a common bond that they will forever share.

“After two years of living with and away from you all, I’ve learned that these experiences are always going to be something we share,” she said. “I’ve seen friendships and relationships bloom, witnessed failures and successes. The pandemic especially was tough for each of us here, but we have grown individually and as a class and survived every unexpected hurdle.”

She encouraged her classmates to take the lessons they learned at ASMSA and apply it to their future.

“Never stop wanting to learn more, grow more, and do more, because ASMSA has taught us to be lifelong learners. Life will be full of challenges and surprises, but in these two years, we’ve learned how to embrace uncertainty and make the most of it,” she said.

13

Parlez-vous Françai ¿Hablas español?

Nihongo ga hanashimasu ka?

Twenty-three ASMSA students earned the Arkansas Seal of Biliteracy during the 2020-21 school year; twenty-two of those were seniors, or just under a fourth of the Class of 2021.

The Arkansas Seal of Biliteracy is an honor that recognizes high school students who have studied and attained proficiency in at least one other language than English. It encourages 14

students to pursue biliteracy, honors the skills students attain, and can be evidence of skills that are attractive to college admissions offices as well as future employers.

Three students — Jacob Holmes (’21), and Yibing Hu (’21) and Kenny Ventress (’21) — received certification in three languages. Holmes qualified for French, Spanish, and Japanese.

is?

Hu certified in Chinese, French, and Japanese while Ventress certified in French, Spanish, and German.

Two other students — Catherine Kwon (’21) and Nina Thomas (’21) — earned certifications in two languages.

Kwon tested for Chinese and Korean, and Thomas earned a seal for German and Spanish.

Bryan Adams, who serves as ASMSA’s French instructor, said he was amazed at how quickly students asmsa.org

got on board with the program, but he was not surprised as how well they performed on the test. “ASMSA had already begun drawing in students who were interested in exploring the idea of pushing to at least intermediate fluency in two or more languages other than their first language,” Adams said. “It seemed natural to reward those learners with the opportunity to achieve the Seal of Biliteracy while doing something they already enjoy.”

15

Japanese instructor Betty Brown leads one of her classes through an exercise. She said it is important for language-learners to have the opportunity to interact with native speakers. It prepares them to utilize the language skills in practical, social, and professional situations. It also helps them make friends around the world.

Adams said he and retired Spanish instructor Dan McElderry would brainstorm ways to motivate students to pursue becoming a deeper language learner and encourage them to learn more than one language.

Adams continued those discussions with his current fellow language instructors — Spanish instructor Fernanda Espinosa and Japanese instructor Betty Brown.

But while the instructors may encourage students to do more than the minimum to pass a language course, it is ultimately the students who must decide to make the additional efforts.

“Achieving the Arkansas Seal of Biliteracy is a singular honor,” Adams said. “In general, it takes students several years of language study to see the point of mastery to achieve it. The Seal of Biliteracy is awarded based on an evaluation process that measures an individual’s fluency in reading, writing, listening, and speaking.

“The students who succeed are those who have made that language a part of their everyday lives: they speak it as often as possible; they switch all their electronic devices to that language; they watch all their favorite Netflix shows in that language. In other words, 16

they embrace it fully, and the language no longer remains on a shelf in a classroom but begins to take on deeper meaning in their lives around them.”

He said the students who earn the seal for more than one language are often those who have found a new passion. “They may come to ASMSA for a completely unrelated discipline but then find that they have fallen in love with the ‘language riddle.’ They find that they want to ‘crack the code’ of the language in question. …

For many, it’s a giant self-esteem boost because they find something that’s not only rewarding but that they are very skilled at.”

Holmes exemplifies Adams’ sentiments. He became interested in other languages in the sixth through eighth grades, looking into Spanish and French initially. During the summer after eighth grade, he discovered Japanese cuisine and explored some related topics. He wanted to travel to Japan for the food and became engrossed in learning the language.

When he came to ASMSA, he participated in the mathematical modeling capstone, but the school’s language classes grew in importance to him.

“The language program at ASMSA was very impor-

tant in my experience at this institution,” Holmes said. “(The) language program was an outlet for a different type of thinking during my ASMSA experience and allowed me to find multiple interests that I want to pursue. I had been interested in languages and linguistics, but it was not a viable option for study at my sending school.”

Holmes is one of those students Adams mentioned who have turned their devices into opportunities to practice their languages. His phone is set for Spanish, his iPad to Japanese and, his Chrome browser is in French.

“I read the news from various global networks to practice my skills: NHK for Japanese, Le Monde for French, and BBC Mundo for Spanish,” he said.

••• There are many benefits to learning a second language, both linguistically and nonlinguistic. Espinosa, the Spanish instructor who presented a Science and Arts Café lecture on the subject of languagelearning this spring, said learning a second language is significant because knowing other languages exposes us to the traditions, religions, art, and history of the people associated with those languages.

“Greater understanding, in turn, promotes greater tolerance, empathy, and acceptance of others,” Espinosa said.

“Opening up to other cultures allows us to be more flexible and appreciative of other people’s opinions and actions. As a result, if you are multilingual, you have the advantage of seeing the world from different viewpoints.”

Adams said data shows that students who study additional languages see an increase in their ACT scores as well their English fluency.

“We have solid data that conclusively proves that language learning correlates with higher academic achievement on standardized test asmsa.org

ASMSA Spanish instructor Fernanda Espinosa says learning a second language is significant because knowing other languages exposes us to the traditions, religions, art, and history of the people associated with those languages.

measures,” Adams said. “We also have some good evidence demonstrating that the earlier the introduction of the second language, the greater cognitive benefits including attention control, improved memory, and metalinguistic skill benefits for the student.”

Brown, the Japanese instructor, said our world is becoming smaller every day as technology allows us

to connect with people around the world more easily.

“Learning another language prepares students to navigate our rapidly changing global environment with greater ease and poise,” Brown said.

“Interacting with different communities and meeting those with different backgrounds helps one to develop greater intercultural com17

Yibing Hu (‘21) and Jacob Holmes (‘21) practice French phrases using cue cards.

Both Hu and Holmes earned certification for three languages in the Arkansas Seal of Biliteracy.

They became interested in languages before enrolling at ASMSA but that the advanced courses and supportive faculty members spurred them to further develop their language skills.

petence and communication skills. Also, it’s just super fun to learn a language and make friends from around the world.”

Hu was studying Japanese on her own before coming to ASMSA. She was excited about ASMSA’s Japanese program — the only high school program of its kind in the state — and the resources she would have access to through it when she chose to come to the school.

One of those resources are the educational partnerships ASMSA has with Tennoji Senior High School in Osaka, Japan, and Hanamaki Kita High School in Hanamaki, Japan, which is Hot Springs’ Sister City.

“Brown Sensei got me in contact with a student from our sister school in Osaka helps me a lot with nuances in Japanese,” Hu said.

She began taking French in 10th grade. Hu, who speaks Chinese at home, said deciding to keep taking courses in both languages at ASMSA was a good decision.

“I’m really glad I decided to keep taking French because Monsieur Adams’ classes are enjoyable and 18

help me better understand different aspects of the language. Taking foreign languages at ASMSA has helped me appreciate my own culture more and made my love for learning languages grow. I’m really proud of the progress I’ve made in Japanese and French during my two years here. I also have a lot of respect for the foreign language teachers here because they’re so knowledgeable, and they’re fluent in so many languages.”

••• ASMSA’s Global Learning Program provides students opportunities to study abroad during Spring Break and summer trips.

Some of those trips are true language-immersion experiences, such as a month-long Quebec trip Adams has previously led.

Other students have spent their entire summer breaks on a National Security Language Initiative for Youth (NSLI-Y) exchange or an entire school year as part of the Congress-Bundestag Youth Exchange (CBYX) where they live with host families while at-

tending school and taking language courses in another cally, and professionally.” country, requiring them to learn the language quickly.

Espinosa said she uses her experience of having Adams said having the opportunity to interact with traveled and living in different Spanish speaking counothers while speaking a language, particularly with na- tries to give her students a broader perspective of the tive-language speakers, is important in improving the language. students’ skills. It also helps them more easily assimi“I try to expose my students to the Spanish spoken late within that culture on trips for a fuller experience. throughout all of the Spanish-speaking world, with dif“On the community level, knowing another lan- ferent accents and dialects. I ways try to transmit the guage helps you participate in that language world and love of learning about different cultures. I taught myyou aren’t limiting yourself to simply ‘touristy’ things self to speak four different languages because I love for any visit,” Adams said. communicating with different people, and I want my “But imagine, for example, that you live in San An- students to be eager to explore the world and know that tonio, Texas. With learning another lanthe ability to speak guage requires hard Spanish, you can work and a daily comnow be more deepmitment,” she said. ly involved in all the ASMSA’s foreign dynamics of a bilinlanguage curriculum gual city. continues to grow as “But the beautidemand from stuful thing about the dents for languages ‘communities’ asincreases.

Adams pect of learning a joined ASMSA’s facsecond (or third or ulty eight years ago. fourth) language At that time there is that we can now were very few thirdvisit other classyear French students rooms in other and none beyond that countries by virtue level, he said. The of technology. FurFrench curriculum thermore, students now includes fourthcan include the lanand fifth-year stuguage in their gamdents, he said. ing sessions.”

Since Brown startHe said interaced teaching Japanese tions with the comin 2017 the number munity help foster of enrolled Japalanguage learning nese students have since they serve as and the first Bryan Adams, doubled real-life anchors third-level course in ASMSA French instructor, speaking the language will be that are beyond the four walls of the this fall. about what helps drive student success in offered classroom.

Adams said the language-learning classes at the school growing “Something as language simple as using programs are drawvideoconferencing ing some students to with a French class in Lyon can go far in not only spark- ASMSA from their sending schools. ing student interest but also in encouraging them to test “We also see quite a few students transfer now from their language skills outside of the classroom,” he said. other schools specifically to continue their French with Brown agreed one of the main goals of language- us,” he said. learners should be to communicate with native speak“I also know that there are students who come to ers of the language. us with the specific goal of studying French, Spanish, “While a good teacher can model authentic language and Japanese. But I remain convinced that the secret use and prepare students to communicate with native to ASMSA in whatever discipline is the time we have speakers, nothing compares to the real deal. Engaging to spend with students outside of class. We are able to with the community outside of the classroom prepares work with them one-on-one to help foster their accelstudents to utilize their language skills socially, practi- eration and to push them along their trajectory.”

‘We also see quite a few students transfer now from other schools specifically to continue their French with us. I also know that there are students who come to us with the specific goal of studying French, Spanish, and Japanese. But I remain convinced that the secret to ASMSA in whatever discipline is the time we have to spend with students outside of class. We are able to work with them one-on-one to help foster their acceleration and to push them along their trajectory.’

asmsa.org

19

ASMSA adopts 2025 Strategic Plan ASMSA’s 2025 Strategic Plan 1990s and refined further at the and aspiring to a global vision for affirms the school’s core mission outset of the new century as it be- what education can be. and will serve as a guiding docu- came a campus of the University of “At the core of ASMSA’s 2025 ment as the instiStrategic Plan is tution prepares to the belief that both enter its fourth deour academic and cade of excellence. residential experiA team of camences will continue pus stakeholders to evolve, innovate, updated the misand flourish under sion as part of the the care of our facstrategic planning ulty, staff, and stuprocess. The misdents.” sion now states ASMSA aims that ASMSA is a to expand both its public residential statewide reach high school servand enrollment to ing academically ensure that any and artistically mostudent who would tivated students benefit from the of all backgrounds school’s dynamic from throughout opportunities will the state. Its comhave access to its munity of learning world-class prowill be a statewide grams. center of academic Achieving that equity and opporgrowth can only tunity that ignites be accomplished the full potential of through expanded Arkansas’ students partnerships, voand educators. cal advocates, and Titled “Sparkcommitted stakeing Innovation, Igholders who conThe Arkansas School for Mathematics, Sciences, niting Growth,” the tinue to ensure the and the Arts, a campus of the University of strategic plan will institution’s fundguide ASMSA as ing and facilities Arkansas System, is a public residential high school it creates greater are equal in measerving academically and artistically motivated educational access, sure to its aspirastudents of all backgrounds from throughout promotes statewide tions, Alderdice equity, and expands said. the state. ASMSA’s community of learning academic vigor The institution exemplifies excellence across disciplines while that benefits all Arwill further affirm serving as a statewide center of academic equity kansans through its its state and nationand opportunity that ignites the full potential of residential, out-ofal leadership in scischool enrichment, ence, mathematics, Arkansas’ students and educators. digital learning, and arts, humanities, educator developand entrepreneurment programs. ship education us“As ASMSA enters its fourth de- Arkansas System,” said ASMSA Di- ing novel curricula, meaningful cade of educational excellence, we rector Corey Alderdice. student development experiences, are excited to renew our commit“We will continue our commit- expanded partnership networks, ment to fully achieving the vision ment to addressing local needs, and stronger relationships with its for the school, first set in the early maintaining national prominence, most dedicated advocates.

ASMSA Mission Statement in 2025 Strategic Plan

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The strategic plan lays out five goals that will guide ASMSA’s actions over the next five years. They include: • Teaching and Learning: Cultivate a culture of dynamic teaching and learning that empowers young people to identify their passions for research, inquiry, and creative expression, develop the self-discipline necessary for success, as well as grow in their identity as emerging practitioners and professionals.

• Student Development: Maximize the full potential of the oncampus experience by affirming the centrality of residential life in creating a living-learning community that connects students beyond the classroom, assists in developing them as a whole person, and prepares these future leaders for successful and fulfilling lives through building sustainable skills and mindsets.

• Enrollment Growth: Expand enrollment to serve more students statewide through targeted growth models that reflect our commitment to stewardship of the public investment in ASMSA. • Partnerships and Advocacy: Strengthen internal and external partnerships with local, state and national stakeholders that create committed and vocal advocates for the essential leadership role that ASMSA plays within Arkansas education as well as economic and community development.

• Facilities Expansion: Grow facilities and implement long-range strategies to meet the needs of expanded enrollment, academic experiences, student life, recreation, and community engagement.

The strategic plan lists several strategies for each goal the school will employ that will define ASMSA’s work over the next decade. The strategies include a broad range of cooperation among ASMSA’s administration, faculty, staff, alumni, friends of the school, state government, the local community, and others to achieve the goals. asmsa.org

Discussions for the new strategic plan began in earnest early in the spring 2020 semester. Dr. Sara Brown, ASMSA’s director of institutional advancement, led the development effort. Surveys and focus group meetings of internal and external stakeholders provided guidance early in the development process.

Meetings with the campus leadership team, the ASMSA Governing Council, ASMSA Board of Visitors, ASMSA Foundation Fund Board of Ambassadors, the Association for Alumni and Friends of ASMSA Steering Committee, parents, students, and additional volunteers were crucial to the plan’s creation.

Execution and oversight of the strategic plan will continue through the institution’s standing committees of the ASMSA Governing Council, campus leadership team, along with involvement from other groups.

“The members of ASMSA’s community of learning understand the special investment the people of Arkansas make in the state’s future by supporting and sustaining our school,” Alderdice said.

“We take exceptional pride and care in our role as stewards of ASMSA’s past, present, and future. Together we will ensure that ASMSA continues to lead the state and nation in what is possible when students and educators are provided the opportunity to imagine, experiment, and learn to their fullest potential.”

The plan was brought to the ASMSA General Assembly of faculty and staff for endorsement as well as to the Board of Visitors, ASMSA Foundation Fund Board of Ambassadors, and the alumni association.

It received approval by the University of Arkansas System Board of Trustees at their September 2020 meeting.

The 2020-2025 Strategic Plan, including progress made during first year of the plan as well as next steps, can be viewed on ASMSA’s website at asmsa.org/strategicplan.

Legislation expands BOV, creates faculty growth pathway Gov. Asa Hutchinson signed Act 354 in March that expands ex-officio membership of the ASMSA Board of Visitors as well as creates a growth pathway for faculty members.

The change in legislation creates ex-officio seats on the ASMSA Board of Visitors for the school’s faculty and staff Governing Council, the Association for Alumni and Friends of ASMSA, and the ASMSA Foundation Fund Board of Ambassadors.

The change ensures that all campus affinity groups are engaged participants in the advisory and advocacy work of the Board of Visitors. Existing ex-officio seats included the ASMSA Student Government Association, Parents Association, and partnering state agencies.

This legislation does not prohibit alumni to serve as a full board member, but it will provide the Association for Alumni and Friends of ASMSA a permanent ex-officio seat on the board.

The legislation also enables ASMSA to implement a growth pathway for faculty members that recognizes their excellence in teaching, mentoring student research, and service over time.

While not a formal system of tenure, the amendment allows campus leadership to work with the University of Arkansas System to develop a framework for professional advancement that is consistent with peer institutions in other states.

Act 354 will go into effect in late July. Formal inclusion of these groups will begin with the September 2021 Board of Visitors meeting.

21

Throw

22

wing Talent New investments, expanded curriculum shaping students into young artists

asmsa.org

O

ver the past eight years, ASMSA has made an effort to increase the standing of the arts program at the school. Both institutional funds as well as private gifts have allowed the school to add two full-time art instructors to the faculty, introduce new courses, and purchase new equipment.

Those investments are resulting in not only a more dynamic curriculum but in students’ abilities and recognition as well. As students are introduced to an increased number of art techniques and styles, they are using them to create award-worthy pieces.

A $25,000 grant from the Windgate Charitable Foundation allowed ASMSA to further expand its arts education program in the 2020-21 academic school year. The grant enables the school to offer additional courses in life drawing, printmaking, flameworking, illustration, fiber design, as well as small metals and jewelry. Additional coursework in Modern Design and Craft included furniture and applied design, computer applications in art, 3D modeling and technology, construction, and mechanical engineering.

The Windgate Charitable Foundation supports arts education programs, K-12 school-improvement programs, higher education initiatives as well as some social service programs. The foundation was founded in 1993 in Siloam Springs but is now based in Little Rock.

ASMSA matched the grant with institutional funds to help upgrade current classroom spaces and tools necessary to expand the program. The school purchased additional dust collections units, machinery upgrades, table tools, and a paint booth.

The expansion of the coursework began this past academic year, creating opportunities for ASMSA’s students to thrive in additional unique art course offerings, including Digital Art, 3D Art and Design, and 2D Design.

The Windgate grant was used to purchase new equipment such as pottery wheels, a slab roller and a clay mixer for the ceramics course.

Art instructor Sara Henry, who spe23

Clockwise, Catherine Kwon (‘21), Danielle Luyet (‘22), and Nina Thomas (‘21) were among the students who earned many honors in various visual art competitions this year. Luyet and Kwon both earned the honor of their artwork being chosen to be displayed in the U.S. Capitol through the Congressional Art Competition. All three students’ artwork were chosen for display at the Arkansas Governor’s Mansion as well.

cializes in ceramics, said the new equipment will allow her to offer two ceramics course sessions each semester, which gives more students access to the classroom and equipment. Students will learn new ceramic techniques such as clay throwing and work with new materials.

Art instructor Brad Wreyford praised using the combination of grant and institutional funds to improve the hardware available in the school’s woodshop and other art spaces. He said among the improvements included in the woodshop was a new lathe, a panel saw, and Festool products that would make the wood shop a safer work environment with great functional capacity and allow the school to 24

grow the unique program.

“We have the support of the administration not only academically in valuing the arts but also financially,” Wreyford said. “The administration and ASMSA Foundation Fund have been very supportive of what Sara, Fred (Zipkes, digital photography and graphic design instructor), and I do. We’re at a school that wants to see its students and the program succeed.”

The grant and institutional match continues the focused investment ASMSA has made in the arts program in recent years. The initial phase of the program’s development focused on core opportunities for existing ASMSA students. Later phases have included the hiring of arts-specific faculty members and

the creation of a curricular track in humanities as well as outreach programs for students in middle and early high school.

••• Digital Art is one of the new courses offered through the grant.

Taught by Henry, the course provides students the opportunity to learn visual art techniques while using an electronic pen tablet and computer. The One by Wacom pen tablet comes with software that allows it to mimic various art tools and supplies, such as charcoal, paint, paint brushes, and more.

Henry said it’s an advantage for students to be able to gain experience in different mediums while us-

Art instructor Sara Henry demonstrates how The One by Wacom pen tablet works. Henry taught a new course this year — Digital Art — that uses the tablets.

The tablet uses software that allows the user to mimic using various art tools and supplies such as charcoal, paint, paint brushes, and more. Henry said that is an advantage for students to be able to gain experience in different mediums while using one tool.

ing one tool.

“You can do just about anything you can think of — graphite, pastels, watercolor, acrylic painting,” Henry said. “It’s kind of limitless as long as you have the necessary plugins.”

The tablet is approximately 8 inches wide by 5 inches tall and connects to the computer via a USB cord.

The accompanying stylus has small nibs that help the artist create precise marks. The software allows students to zoom in to see small details and back out to see the larger piece in whole.

It also provides students advanced methods that wouldn’t necessarily be possible on paper. Henry used the example of drawing faces. If an artist sketches a face on paper, they may initially draw a grid to determine the proper dimensions for the head. Using pencil, the artist would then need to either erase or somehow incorporate the grid into their drawing.

With the Wacom tablet, students may develop layers within their drawings. So a student could potentially use the same kind of grid to determine dimensions but place it on a different layer than their drawing. Once they no longer need the grid, they may delete that layer, Henry said.

But just because the students are using technology for their assignments doesn’t mean they aren’t learning the basic skills for art created using traditional media.

“I’m still teaching the traditional skills on how to build up layers, how to do shading, how to get a face to look three-dimensional on a two-dimensional plan.

They will be able to go into a beginning drawing class in college and have the skills needed,” she said.

That also includes using the stylus to improve their asmsa.org

hand-eye coordination. Depending on the setting the student is using, the stylus and board can be very sensitive, allowing the artist to barely touch the stylus to the tablet to create a faint line or press harder for a dark line. It’s a more natural artistic movement than using a mouse to draw on the computer would be.

Henry said she has seen the use of a pen tablet help improve a student’s physical artwork as well. One student in a drawing course during the 2019-20 academic year wanted to use digital methods more than traditional methods. Henry had the student learn the traditional way of drawing first but allowed more work to be completed digitally throughout the year. By the end of the class, the student was drawing strictly on tablet, but their basic skills had improved.

That was what initially gave Henry the idea for a digital class, although she had not taught a Digital Art class previously. This semester’s class has been a learning experience for her as well. She has been drawing using a tablet along with her students.

••• Beginning this fall, ASMSA will expand its opportunities for students passionate about the arts with a Foundations of Visual Arts program of study. The new sequence of courses will align with most undergraduate majors in visual arts. It will include Digital Photography within the foundational curriculum along with Drawing, 2D Design, and 3D Art while better integrating the two-semester capstone course required for juniors with an increased number of elective courses.

Much of the school’s efforts to expand coursework 25

in visual and performing arts have been grafted onto the STEM experience. As interest grows in the arts, a campus workgroup advocated for making a leap forward by allowing students to focus more time on these specific courses.

Students who choose this option will generally take two visual arts courses each semester. The experience remains rooted in high academic standards and preparation for college-level learning across all disciplines. Students who are interested in art courses in addition to STEM topics can still pursue the individual courses as electives through their time at ASMSA. Seniors who follow the Foundations sequence would take Senior Studio during the fall semester of their final year. The course will focus on portfolio building, arts as a profession, personal branding, college planning, and submitting to various competitions.

Students who choose the Foundations pathway would take three additional elective art courses to complete the program’s requirements. They would also still have to meet state language, math, science and other humanities requirements as well as ASMSA’s Concurrent Core requirements.

“The curriculum not only ensures students have a foundational knowledge of visual arts and design but also guides them on a path to local, state, and national competitions that serve both an individual and institutional good,” according to a white paper discussing the details of the program.

It would also create a talent pipeline for colleges and universities throughout Arkansas who have made recent investments in arts education.

“Generous private gifts to the Universities of Arkansas at Fayetteville, Fort Smith, and Little Rock ensure that talented young Arkansas artists can hone their skills and craft through immersive experiences after they graduate from ASMSA,” the paper said.

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Catherine Kwon (‘21) won ‘Best of Show’ in the 2021 Governor’s Young Artist contest for her painting ‘Harmony in Diversity.’

ASMSA student artists earn honors in competitions Thea Foundation Visual Arts Competition Senior Catherine Kwon won first place and a $4,000 scholarship for her piece “Keeping Me, Influencing Me.” Senior Hadley Hooper won seventh place and a $2,000 scholarship for her piece “Passion, Hope, and Determination.”

Senior Takoya Marks won 10th place and a $2,000 scholarship for her piece “Shadows.”

The Thea Foundation serves as an advocate for the importance in arts in the development of Arkansas’ youth. The foundation provides assistance and encouragement through scholarship competitions, providing art supplies to educators and students, and professional development training among other activities.

Congressional Art Competition Four students earned recognition in the Congressional Art Competition, including two students earning the privilege of having their art displayed in the U.S. Capitol. Catherine Kwon (’21) won first place in the Second Congressional District competition sponsored by U.S. Rep. French Hill. Danielle Luyet (’22) won first place in the Fourth Congressional District competition sponsored by U.S. Rep. Bruce Westerman. Nina Thomas (’21) placed second in the Fourth District while Madison Mainer (’21) was in fifth place.

2021 Governor’s Young Artist Competition Three students were selected to participate in the 2021 Governor’s Young Artist Competition exhibit at the Governor’s Mansion.

Seniors Catherine Kwon and Nina Thomas and junior Danielle Luyet were chosen to participate in this year’s exhibit of artwork by ninth- through 12th-grade students from across the state. Kwon’s piece “Harmony in Diversity” was selected as Best of Show, and Thomas received the Best Theme award for her piece, “Stars and Stripes”. Luyet received an honorable mention for her entry, “The Faces of America.’

Their work was on display at the Arkansas

Governor’s Mansion in April. This year’s theme was “Life, Liberty and the Pursuit of Happiness.”

Students combined their artistic talent with a patriotic vision to create art that celebrates and honors America. The participants submitted their pieces digitally for consideration by the Governor’s Mansion and Friends of the Mansion organization.

Arkansas Young Artists Association Competition Ten students earned recognition in the Arkansas Young Artists Association Competition. Receiving awards were: Catherine Kwon (‘21): first place in Expressive Oils, first place in Realistic Watercolor, first place in Mixed Media Low Relief (Expressive), and honorable mention Portrait (Expressive).

Nina Thomas (‘21): First place Mixed Media 2D (Abstract/Nonobjective) and honorable mention, Cut Paper/Collage Skylar Boone (‘22): First place in Portrait (Abstract) Adam Kaderly (‘22): Second place in First Year Collage/Mixed Media and fourth place in Mixed Media 2D (Abstract) Winnie Smith (‘22): Second place in Pen/Ink (Realistic) and honorable mention, Digital ArtComputer Generated no photography or photos used Lillian Hickman (‘21): Third place in Mixed Media 2D (Realistic) Chelsie Marquez (‘22): Third place in Mixed Media 2D (Expressive) Eureka Smith (‘22): Third place in First Year Collage/Mixed Media and honorable mention in First Year Painting Nina Niemotka (‘22): Third place in Colored Pencil (Abstract) and honorable mention in First Year Collage/Mixed Media Madison Mainer (‘21): Fourth place in Pen/ Ink (Realistic)

Holden receives NCSSS teacher award Dr. Whitney Holden, a life sciences specialist at ASMSA, received the National Consortium of Secondary STEM Schools’ inaugural Innovative STEM Teacher Award.

The award was announced during the organization’s virtual professional conference on Nov. 7.

Holden was one of three national finalists for the award. The 2020 NCSSS Innovative STEM Teacher Award celebrates a teacher who works at institutional member schools. The teacher should advance the mission of the member school and STEM education. Each institutional member may nominate only one teacher.

NCSSS is a consortium of apDr. Whitney Holden, a life science specialist at ASMSA, leads a camp for biology proximately 100 member high instructors across the state via video. schools, many “ranked” among the best in the country, along with 55 afHolden teaches residential stu- and resume writing. ASRI is funded filiate members (including colleg- dents at ASMSA as well as students by a grant from the Arkansas Naes, universities, summer programs, and educators virtually across Ar- tional Science Foundation Estabfoundations, and corporations) kansas. At ASMSA, she teaches an lished Program to Stimulate Comlocated in 32 states that share the independent capstone research petitive Research (NSF EPSCoR). goals of transforming mathematics, class that develops well-rounded, ASMSA Director Corey Alderdscience, and technology education. scientifically literate students by ice, who also serves on the national “I’m very honored by this recog- focusing on statistical analysis and board of NCSSS, nominated Holdnition,” Holden said in a video on peer-reviewed literature. en for the award.

Twitter after receiving the award. “I She also serves as co-director “Dr. Holden is a sterling example love what I do. I also couldn’t do it with Krakowiak for the Advanced of what is possible when faculty alone. I want to take this time this Biology Plus program and the Ar- embrace the mission of ASMSA to school provides a fantastic envi- kansas Summer Research Institute. ignite the potential of students and ronment that really encourages In Advanced Biology Plus, Holden educators across our state,” Alderinnovation in so many ways. Our provides curriculum and training dice said. students are tremendous. They are for Arkansas educators who are “In the classroom, in research, always willing to try new things and teaching Advanced Placement Bi- and in teacher empowerment, she go the extra mile. My colleagues al- ology and their students. leads the way for both her colways bring their ‘A’ game, particuSchools participating in the pro- leagues on campus as well as all larly ASMSA’s Dr. (Patrycja) Kra- gram have seen a larger number of who wish to inspire the next genkowiak who I work with closely and their students who take the AP Biol- eration of STEM innovators.” the many teachers who are enrolled ogy exam receive a passing score — Holden said that being willing to in our biology outreach program.” from 10 percent when the program learn as an educator is important Krakowiak is also a life science began to 40 percent. The program when developing learning opportuspecialist at ASMSA. accounted for one in every eight nities for students.

The teacher selected to receive Arkansas students who took the AP “Through my work I have found the award was expected to dem- Biology exam last year. the keys to building truly innovative onstrate how they implemented The Arkansas Summer Research experiences are mentorship, teamSTEM-infused strategies and inno- Institute allows underrepresented work, respect, and a willingness to vation in their classroom that con- groups of students of STEM to learn challenge myself as well as my stunects STEMs to real-world careers technical skills while also focusing dents,” Holden said in a video that that could be replicated by other in- on essential professional skills such was included in her nomination for stitutional member schools. as networking, entrepreneurship, the award. asmsa.org

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Goodell selected for SMART program Tristan Goodell (’21) was selected to receive the Department of Defense Science, Mathematics, and Research for Transformation (SMART) Scholarship.

SMART is a federal scholarship-for-service program intended to train and retain civilian scientists and mathematicians in critical STEM fields to support the national security mission of the Defense Department and meet defense technological challenges. The program is a onefor-one commitment that pays for all tuition and fees for any accredited American university.

For every year of degree funding up to a maximum of five years, the scholar commits to working for a year with the DoD as a civilian employee. Scholarship awardees also may serve in summer internships at a DoD facility that prepare the scholars for full-time employment and get them accustomed to working with the department, according to the scholarship program’s website. Scholars also receive a stipend of $25,000 a year as well as health insurance.

Goodell’s sponsor facility is the National Air and Space Intelligence Center. The center is DoD’s primary source for foreign air and space threat analysis located at Wright-Patterson Air Force Base near Dayton, Ohio.

Goodell will attend the University of Michigan in Ann Arbor. For more information the program, visit smartscholarship.org.

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Austin receives Gates Scholarship Bryson Austin (’21) has been named a recipient of the 2021 Gates Scholarship.

The Gates Scholarship is a highly selective, last-dollar scholarship for outstanding minority high school seniors from low-income households.

Each year, The Bill and Melinda Gates Foundation awards the scholarship to 300 students nationwide with the intent of helping them realize their maximum potential. Scholars will receive funding for the full cost of attendance that is not covered by other financial aid and the expected family contribution. That includes tuition, fees, room, board, books, and transportation.

Austin said he heard about the Gates Scholarship from his cousin, who was a previous recipient of the scholarship. He said the application process covered several months because it was divided into phases. Early portions of the application process included preliminary information and recommendations.

It ended with applicants writing personal and professional essays. The effort was well worth the results.

“Earning the Gates Scholarship has opened so many doors for me,” Austin said. “I no longer have to worry about college debt because the scholarship covers my need costs. I can go to and transfer to any college I want, and I won’t end up saddled with debt at the end of my education. The scholarship has given me more range in terms of where I want to go, and now all that matters is travel and living expenses.”

Austin said he plans to major in business administration and political science with potential minors in history and French.

He was on his way to class when he found out that he had been selected for the scholarship.

“I remember the day I got the news vividly,” he said. “I was walking out of my best friend’s room on my way to edit photos in the Mac lab for photography, and when I opened my email, the congratulations was waiting for me. I stopped, turned around, and ran back to tell them that I would not be paying a cent for my education – ever. Later, I did feel numb, but I was just so glad to be unburdened and successful.”

Austin offered special thanks to his family, friends, and teachers who have helped him throughout his educational career and time at ASMSA. “(Former ASMSA entrepreneurship instructor) Steve Rice has been an excellent mentor and moral guide; (humanities instructor) James Katowich has been a hero and perfect instructor; and all of my friends that have stood with me through every trip and rise have made this possible. I could not be happier,” Austin said.

For more information about The Gates Scholarship, visit thegatesscholarship.org.

On the wings of a Dove In October 2020, popular gospel group Selah won the Inspirational Album of the Year award at the 51st Annual Dove Awards — gospel music’s top honor — for their album “Firm Foundation.” Rachel Hale (‘09) co-wrote the album’s title song.

What inspired the song “Firm Foundation,” and who did you write it with?

I co-wrote “Firm Foundation” at a retreat in 2016.

I sat down with Piper Jones and Sean Fallon to write a worship song for our congregation to sing. Before writing, we prayed “God, what will your church need to be singing by the time this song is recorded and released?” Out of that prayer came the song “Firm Foundation.”

In 2019, Selah recorded the song, and it became the title track to their album. In 2020, the world faced a global pandemic. Selah released the music video for “Firm Foundation” on March 19, 2020, which was smack-dab in the middle of the coronavirus hitting the United States. Talk about incredible timing.

In James 3, our tongue is compared to the rudder of a ship. I believe our tongue directs our body where it will go. 2020 was called “The Year of the Mouth” according to the Jewish calendar. Seeing God put these lyrics into the mouths of people during the year of 2020 blew my mind.

How did it come about that the song was recorded by Selah and then became the album title song?

I was leading worship for Nashville Life Church (founded by acclaimed gospel singer CeCe Winans and Alvin Love II, her husband. Their son Alvin Love III serves as the lead pastor.) in Nashville, Tenn., and we recorded “Firm Foundation” as a single for our debut album, “Shine On Us” (which includes songs featuring Winans). Selah heard “Firm Foundation,” and they decided they wanted to record it. Selah had their fans vote for the title of the album, and their fans chose “Firm Foundation” to be the title track.

What was it like for a band of Selah’s reputation to include one of your songs on its album?

At the time, Selah had won 14 Dove Awards, and I was very excited to know they had chosen “Firm Foundation” to be the title track of their album. I knew they had a bigger asmsa.org

Photo courtesy of Rachel Hale (‘09)

audience to be able to share it with, and I was excited to know they would be able to carry the message further than I could!

What was your reaction when you first heard that the album was nominated for a Dove Award, and how did you react when you heard the news it won the Inspirational Album of the Year Award?

I cried when I found out the album was nominated for a Dove Award, and I cried when it won Inspirational Album of the Year. I also ran around yelling with joy both times as well!

I wrote my very first song in Folk Music and Acoustics at ASMSA. I was also heavily impacted by career day at ASMSA. Erin Enderlin (a Class of 2000 alumna who is multiple Arkansas Country Music Awards winner) came and spoke. Enderlin is a songwriter in Nashville, Tenn., and her story inspired me to move to Nashville.

In Nashville, I attended Belmont University and majored in songwriting.

I have had a dream of singing and songwriting since I was a child. To see “Firm Foundation” be nominated and win Inspirational Album of the Year was a lifelong dream fulfilled.

What are you currently doing careerwise?

I recently graduated ministry school in Redding, Calif. I am currently in Nashville, Tenn., and I am working on releasing new music.

Do you still get recognized by anyone for your appearance in 2013 on season 12 of “American Idol”?

Absolutely! And it still shocks me!

Haha! People still want to take pictures with me, and I am still grateful to have fans from the show!

Visit rachelhalemusic.com to keep up with Hale and to listen to the release of her new song, “Promised Land.”

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

Final Frame

Jon Ruehle, Ph.D., a biology instructor at ASMSA for more than 15 years and a celebrated wildlife artist, died Oct. 17, 2021.

A celebration of his life and accomplishments is available at https://asmsa.me/ruehle. Friends, colleagues, and alumni established a memorial endowment in his honor to recognize a graduating senior each year for excellence in life sciences. Dr. Ruehle also gifted several of his sculptures to the school, which will be maintained as part of a permanent collection of art. Additional pieces will be available for purchase this fall with proceeds benefiting the endowment.