Why is the capstone project an important part of the ASMSA experience?

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 will 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. The Research in the Park Journal features the research papers of the students who complete the RiP 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, Maple, and Matlab to analyze actual data. The ultimate goal will be that each student produces a project which will be presented to the public. Successful students will also form a competitive mathematical modeling team which will represent the school in a challenge during the spring semester.

This section is primarily for students wishing to do research in physics, chemistry, astronomy, or nanoscience. Some examples, would be using silica or graphene nanoparticles to solve a problem, using public astronomy data to learn about a star or planet, or correlating the chemical properties of a substance or food-stuff with its functionality. Forensic science projects and ones related to musical acoustics are an option. Students who have completed a research project at a university or government lab in the summer before their junior year should apply for this section regardless of the field of study. Students with access to such a research institution via a family member should also apply for this section.

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. (Ideally, the in-depth project will be an organic extension of one of the assigned projects.)  This section will focus of 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. Previous programming experience through coursework or rigorous self-directed learning is required.

During the first semester, students develop and form teams around a problem/solution hypothesis. They develop a unique value proposition as well as hypotheses concerning customer segments, market channels and revenue streams. Midway through the semester they begin validation via target customer interviews in an effort to establish a product/market fit. In the second semester, students develop a business model hypothesis and a minimum viable product. Students then go into the market to validate these hypotheses through real customer engagement. The end product will be a Business Plan suitable for submission to the Arkansas Governor’s Cup competition. If significant coding or engineering is done, students can also enter the science fair.

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 in this section will transition to the Genetics or Microbiology class in the spring to complete their projects.

This section will teach students the basic engineering design formalism and then expect them to use 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 represent the school in the annual Samsung Solve for Tomorrow competition and the TEAMs competition in February. Students interested in the engineering of 3D printers should choose the Computer Science section instead.

The Fine Art and Design Capstone consists of two sequential semesters of visual art, emphasizing the development and pursuit of a student’s individual studio enterprise. Through a progression of techniques and concepts, the first semester will introduce the structure and discipline required to develop a self-directed body of work. The second semester will require self-motivation from the artists as each builds individual portfolios for exhibition and competition. Fields of research could include painting, drawing, collage, sculpture, 2d design, 3d design, digital design, digital fabrication, architecture, functional design/furniture, graphic design, photography, and documentary film.

Fine Art and Design Capstone will culminate in a May exhibition where each student presents his or her portfolio in a gallery setting at the Capstone Research and Portfolio Symposium (CaRPS). At this exhibition, work will be judged by industry professionals, according to the quality of the work and the ability to articulate the intent/concept of their work. In addition to the portfolio, students will create an Artist Statement developed over the breadth of the course.

Co-taught by both a 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 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 Capstone Research and Portfolio Symposium (CaRPS).

The Music Capstone allows a student to explore a number of pathways in the broad, rich discipline of music. Students have opportunities to compose, perform, design, research, or organize a project with the close guidance of the music faculty. All students in the Music Capstone learn fundamental research methods applicable to most humanities fields, and students are allowed to create a project that best suits their interests and strengths. Music Capstone projects have included topics on specific ideas, styles, people, or pieces in music literature; choral or instrumental conducting techniques; researching the usage of sound and music in film and other media; discussing cultural, political, and/or social elements relating to or within music; composing original works of music with the aim of public performance; and, giving a lecture-recital on a student's primary instrument. All students present at the Arts and Humanities Research Symposium in May, with optional or additional performances, discussions, or forums during the Spring prior to the Symposium.

The Writing Capstone consists of two semesters of coursework, the first of which will guide students through the process of conceiving, researching, drafting, and revising literary works in poetry, fiction, and non-fiction.  In addition, the initial course will allow students to gain experience reading their work to an audience and submitting works for publication. The second semester will focus on the production of a substantial work of literary merit and will culminate in a presentation at the Capstone Research and Portfolio Symposium (CaRPS) in May, during which students will present their portfolio and artist’s statement for judges to evaluate the literary quality of the work and students’ 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.