Capstone

All ASMSA students are required to complete a Capstone project to graduate. Students have the option to work in STEM by completing a science fair project in math, science, engineering, or computing. Alternatively, they may complete a humanities research project, creative writing portfolio, music project or portfolio, or a visual arts portfolio. 

Single Course Capstone Sections

These classes are taught in the fall and spring semesters of a student's junior year. 

Creative Writing Capstone

The Creative Writing Capstone consists of two semesters of coursework: roughly, exploration of genres, styles and techniques, and then committing new skills, interests, and explorations into action. The first semester acts as a guide for students through the process of conceiving, researching, drafting, and revising literary works in poetry, fiction, non-fiction narrative and lyrical essays, and playwriting/screenwriting.  In addition, the course allows students to gain experience reading their work to an audience and submitting works for publication, as both critique by peers and by objective readers are both substantial components to the craft and avocation of writing. The second semester focuses more on the creation of a substantial work of literary merit or a portfolio of shorter works or some combination of writing work that demonstrates the student’s skills, strengths, and development. The yearlong effort culminates in a presentation at the Arts and Humanities Symposium in May, during which students will present their portfolio and artist’s statement for judges to evaluate the literary quality of the work in addition to staging readings of their work in order to round out the creative writing experience. At the symposium, students will be provided the ability to explain their influences, techniques and artistic intent.  Potential projects include but are not limited to novels, short fiction or poetry chapbooks, long-form essays, memoirs, or scriptwriting.

Engineering Capstone

This section will teach students the basic engineering design formalism and then they will apply it to design a device or system that solves a real-world problem. This involves using design principles instead of just tinkering and multiple design and test cycles to arrive at a final design. Students in this section will be required to compete the annual TEAMs competition in February of their junior year. Students interested in the engineering of 3D printers should choose the Computer Science section instead. Students complete their projects in May of their junior year and then present them at the West Central Regional Science Fair in February of their senior year. However, they have the option to compete in both their junior and senior years. This allows them to enter the prestigious Regeneron Science Talent search as a senior. 

Film Capstone

The Film Capstone option at ASMSA is a two-semester course taught by a working filmmaker with curatorial, experimental, and production experience. ASMSA students in this capstone will be afforded opportunities to learn narrative screenwriting, non-narrative preparation for film, fundamental filmmaking techniques, and production and editing skills that incorporate 2D Fundamentals, 3D Fundamentals, basics of design, and basics of time-based media. Students have the opportunity to design, create, and shape a variety of filmmaking experiences in addition to having opportunities to learn various aspects of filmmaking beyond the camera - project management, directing, lighting, and sound design - as they pertain to the kind of project they choose. The Fall semester is dedicated primarily to production and creation of the film project, and the second semester is primarily focused on execution of the planned work as well as giving students opportunities to show their work, particularly as part of the Arts and Humanities Symposium. 

Humanities Capstone

Co-taught by both an historian and a literary scholar, this course will prepare humanities students to complete a major research project and guide them through the process. The first semester focuses on methods, teaching students fundamentals in historical research, especially using primary sources, and guiding them through literary critical research, especially historical critical and textual forms of analysis. Instruction in both disciplines allows students to discern where their talents and interests lie, and while topics can range from any humanistic discipline, the students are challenged to consider local, regional, and state-based topics or themes pertinent to Arkansas and the mid-South. The first semester culminates in a formal proposal for each student’s individual capstone research project. The second semester splits students by discipline, and faculty will guide students through the research and writing process in preparation for the Arts and Humanities Symposium. Students with completed projects are encouraged to enter external symposia and competitions, and past student work has been published in scholarly journals, accepted at state, national, and international conferences for students, and more. 

Life Science Capstone

This section will focus on projects in molecular biology, human genetics, medical sciences, or microbiology. Students requesting this section should have satisfactorily completed AP Biology prior to enrollment or plan to enroll in the Science of Biology course concurrently during their first semester at ASMSA. Due to the high-tech nature of the equipment required and the potential hazards of working with human tissues or micro-organisms, students must be willing to undergo significant training in the safe use of these techniques. Select students have the opportunity to apply for research mentorships at UAMS. Recent topics inlcude:

Students complete their projects in May of their junior year and then present them at the West Central Regional Science Fair in February of their senior year. However, they have the option to compete in both their junior and senior years. This allows them to enter the prestigious Regeneron Science Talent search as a senior.

Math Modeling Capstone

Students are missing a vital piece of their education if they cannot connect how their school training applies to real-world problem-solving. The purpose of this course will be to investigate and/or predict real-world situations using mathematical modeling. This section is for students wanting to build a mathematical model of some physical or biological system. Students would use public data sources along with mathematics and statistics to model and explain a system. Projects that make predictions or suggestions for improvement of a system are especially competitive. Some examples would be analyzing social science data to identify trends or looking at epidemiology data to model the spread or treatment of a disease. This section is also for students wanting to do fundamental research in pure mathematics or behavioral science projects. Students are encouraged to use software such as Excel, R, Python, and Matlab to analyze actual data. Students complete their projects in May of their junior year and then present them at the West Central Regional Science Fair in February of their senior year. However, they have the option to compete in both their junior and senior years. This allows them to enter the prestigious Regeneron Science Talent search as a senior. 

Music Capstone

The Music Capstone Experience is a unique feature of the music program at ASMSA. The Capstone consists of a year-long project undertaken by a junior student with an option to continue that work into the senior year. The student can elect to perform a concert or recital, conduct works, compose original works for performance, arrange works for performance, write an album, produce an album or film soundtrack, research a music-related topic in depth, or design an instrument or instructional method. Students can create a multifaceted project or do an interdisciplinary project focused on music in conjunction with other faculty members, if approved. 

Capstone students are trained in fundamentals of research and given additional foundational experience in creative or performance practice, and work closely with faculty advisors in order to prepare for their performances, premieres, or demonstrations, culminating in the Humanities and Arts Research Symposium in May, in addition to opportunities to perform or create works for performance by ASMSA ensembles and faculty.

Students in composition/production/arranging and in performance receive weekly or biweekly lessons in addition to regular seminars as part of the Capstone experience. Researchers work primarily with Music faculty and consult with Humanities or STEM faculty as determined by the project and/or when warranted. Composers, songwriters/producers, and arrangers submit portfolios that include several original pieces at the end of both semesters with live performance as the hallmark for completion of those portfolios. Recent topics / projects include:

Physical Science Capstone

Physical Science Capstone gives ASMSA juniors the opportunity to conduct independent research in physics, chemistry, materials science, or astronomy. This section may also accommodate students with pre-existing mentored projects in other areas of math and science. Students will learn basic research skills such as searching the peer-reviewed literature, creating effective graphs, scientific writing and citation styles, keeping a lab notebook, and designing effective and valid experiments. Students will develop an original research idea and then plan and carry out their experiment. Along the way, important lab skills will be introduced and mastered as needed for their projects. The course culminates in a public presentation of their research results in both written and oral formats.  Students are expected to complete experimental work by the end of the spring semester and are encouraged to continue research during their senior year. Some recent topics include:

Students complete their projects in May of their junior year and then present them at the West Central Regional Science Fair in February of their senior year. However, they have the option to compete in both their junior and senior years. This allows them to enter the prestigious Regeneron Science Talent search as a senior. 

Research in the Park

Research in the Park is a service learning course through which students become stewards of Hot Springs National Park by both serving as park volunteers and undertaking an independent project through which they will gather and analyze data to address a research question pertaining to the natural, historical, or cultural resources of the park. This section focuseswill focus on research projects in the areas of botany, zoology, ecology, microbiology, earth science, and environmental science as they specifically relate to the environment of Hot Springs National Park. Students will have opportunities to perform field work, explore the historical archives, and work with interpretations staff to create displays and/or conduct public presentations. Past and ongoing student projects have focused on the unique chemistry and bacteria of the thermal spring waters, digitization of insect collections from the park archive, invasive plant and animal monitoring, and study of the park's geologic resources. Many of these projects will require data collection over long periods of time and may need to continue into the senior year. Some projects will require a collection permit from the National Park Service which requires additional paperwork in the early phases of the project. Students in RiP will also fulfill their public service graduation requirement by volunteering at the national park. Each student is required to present their project to the public via our science fair. Some recent topics include:

Students complete their projects in May of their junior year and then present them at the West Central Regional Science Fair in February of their senior year. However, they have the option to compete in both their junior and senior years and take a third semester of Capstone in their senior year to faciltate this. This allows them to enter the prestigious Regeneron Science Talent search as a senior. 


Course Sequence Sections

The computer science capstone and visual arts POD consist of a sequence of courses rather than a single course. Computer science students must compete in the science fair in February of their senior year. Visual Arts P.O.D. students create a portfolio of work to present at the Arts and Humanities symposium in May of their junior year.

Computer Science - visit the Computer Science course catalog page for descriptions

The Integrated Computer Science sequence is an alternative to Computer Programming I and Computer Programming II while retaining the concurrent credits. The content of CP1 and CP2 will be integrated into a series of applied projects. Students will complete an individual in-depth project in the third semester Advanced Topics in Computer Programming. (Ideally, the in-depth project will be an organic extension of one of the assigned projects.)  This section will focus on the development of software solutions and the design and programming of 3D printers. Some example areas are the design of system software, machine vision and hearing, or online learning and commerce systems. Students may also work on code improvements for modern manufacturing equipment or on the engineering design of improved manufacturing hardware. Two types of students should consider this Capstone. The first are students who are interested in pursuing computer science. The second are students who have interests in other fields, such as physics or biology, but would like to use computer skills to solve problems in those fields via modeling or simulation. Students in this capstone will develop computer programming skills in Java and Python. Modeling students might incorporate additional software, as needed. Each student is required to present their project to the public via our science fair in their senior year.

Previous programming experience through coursework or rigorous self-directed learning is required. Students must meet the prerequisites for UAFS concurrent credit to enroll in this course sequence.

Music P.O.D. - visit the Music course catalog page for descriptions.

The Music Program of Distinction (P.O.D.) offers students at ASMSA a comprehensive, performance-based, focused music curriculum that develops their musical abilities and engage with their creative and musical-academic potential. The Music POD sequence is similar to what a student may find in a music major or minor course of study at the university level and is modeled after course offerings at the University of North Carolina School for the Arts.

Students in the Music POD will be enrolled in applied lessons and ensembles corresponding to their primary instrument (or secondary instrument, if applicable) their entire tenure at ASMSA. Additionally, Music PODders will take both Music Theory I and Music Theory II, and will be able to take two additional music courses - with a preference for seminar courses, but additional ensembles or lessons may substitute for one - during their time at ASMSA. Weekly Studio Classes gather all MusicPOD students and faculty together for guest speakers, special topics, performances, and critiques. Additionally, for students who wish a thorough grounding in musical topics and techniques, a Fundamentals of Music course is offered; such a course can be greatly beneficial to students who possess unique and singular abilities but who may not have had the ability to take a comprehensive introductory course on the materials of music at their previous institutions.

Finally, all MusicPOD students are expected to engage in a culminating recital, performance, or lecture-recital of solo literature or their creative work no later than Fall of their Senior year. This is a requirement that also serves to help their college application materials and potential music school applications.

Please read this document for more detail and discussion, including scheduling/advising scenarios, for the MusicPOD.

Visual Arts P.O.D. - visit the Visual Art course catalog page for descriptions.

The Visual Arts and Design Program of Distinction (P.O.D.) offers students at ASMSA a focused arts curriculum that develops their artistic talents and creativity while creating a talent pipeline that builds on recent private investments in arts education at colleges and universities throughout Arkansas.

Students in the program take 2-3 art courses every semester. The Visual Arts and Design P.O.D. provides students with opportunities to take immersive, college-level courses in 2D, 3D and other traditional visual arts topics as well as graphic design and digital photography. Courses such as Modern Design and Craft, Ceramics, Digital Art and Graphic Design expand ASMSA’s art offerings beyond traditional painting and drawing classes.  The Capstone program is included in this course sequence.

While students will still take courses in other subjects to meet state graduation requirements, the program creates additional opportunities for students to focus their time and coursework in the Arts.