Q&A with Dr. Widhalm

From the April 6 show, we will be choosing works to be included in a one year touring exhibit around the state. If you want your work to be considered for the tour, let us know when you submit it. We will be setting the exhibition schedule during the next few months, targeting arts centers and libraries in communities across the state. If you live in Louisiana and would like to help us get the exhibit in your community, please let me know. Brother Michael David has a nice collection of work from past years that has been donated to the school. Until we have a suitable place for permanent display, some of these works may be offered temporarily to local and state government offices.

To switch from visual arts to music, I am pleased to announce that Angela Favazza, Class of 89, will be presenting a piano recital in Treen Auditorium (LSMSA) on Monday, February 4 at 6:00 PM. If you are in the area, please join us.

There has been some talk on the alumni e-mail about alumni involvement with school programs. One example is the extended weekend where alumni were asked to participate, though very few alums even knew about it. What can an alum do to contribute to LSMSA (other than giving money)? How can the administration better communicate to the alumni when alumni help is needed?

In the spring of 2000, the school organized "Connections Weekend." This was the first large-scale, organized effort to bring LSMSA graduates who now are establishing careers back to talk with current LSMSA students. This was envisioned as an every-other-year event, and occurred again in February 2002. Having experienced it this year, I am convinced that it is one of the most worthwhile Required Weekend programs we can organize, and have asked Mrs. Smiley, Dr. Sharon Williams, and the faculty to make it an annual event. In this, I see three primary values:

1. Alumni can speak with current students with a credibility and understanding that no one else has. As an alum, you have sat where current students sit. Although a number of faces have changed and there have been natural changes brought about with new faculty, staff, and administrators, I am impressed with a constant that marks the "Louisiana School Experience." Whether a member of the class of '85, '95, or'05, it seems that each of you are shaped by experiencing the most challenging instruction you had to that point and by friendships being forged through common experiences with a diverse group of amazing young students. Current students need to hear from alumni that the "Louisiana School Experience" is worth it.
2. Alumni are often in positions to provide direct help for individual students. You are in positions to which current students aspire. I know of several students last February who gained clarity on college choices and future goals based on one-on-one conversations they were able to have with the alumni who were part of the weekend. This is an area where I believe there is potential for even more growth. Outside of the Required Weekend, I hope that we can look to alumni now in research institutions, arts organizations, community-based services, etc. to develop more internships and research opportunities for LSMSA students.
3. Nothing lifts the heart of a teacher more than hearing from an alum about the impact he or she had on your life. The sincere gratitude that alumni express throughout the year means more than you often know.

So, Connections Weekend will become part of the school's calendar and life. In choosing alumni to participate, we look for a good mix of in-state and out-of-state, professional fields, gender, race, and classes (Class of '85, '86, etc.). To select the participants, we rely on those alumni who have kept in touch with the school, either through a particular person or by responding to requests for updates in the alumni database.

Little did I suspect that in my delay in getting to this question, we could now add to the list of failed corporations and growing taint of corporate greed. Nonetheless, this is an interesting question, especially with the scale given of "Enron" - "USA." Why did Enron, WorldCom, etc. fail? Why did the author of the question rate the USA as 10?

While it is outside of my field of expertise, it seems that Enron was a very elaborate construct of smoke and mirrors. Enron did not produce a product, and built its "success" on a foundation of manipulating numbers, lying, and corrupt leadership seeking political cover. Some might argue that manipulating, lying, and seeking cover has also become the modus operandi for the country's political leaders, but the country survives because it is a democracy founded on a constitution and reliant on an educated and informed citizenry.

Therefore, in answering this question I have reflected on what LSMSA's "product" is and what is its foundation? Both of these are addressed in the school's mission statement and philosophy, developed by the faculty and administration in1994 - 95. Both of these can be measured, to some extent, by numerical indicators. Based on philosophy and these indicators, as well as my own experiences this past year, I would rate LSMSA's survivability/viability as 9, with the primary serious threat being a collapse of the state's economy. (By the way, the school is in very good standing with the state legislature. During the past session, John Hainkel, President of the Senate, spoke from the floor of the importance of supporting the school. The budget has again been fully funded and capital outlay projects include the completion of science lab renovations; the planning for renovation of the Annex - music, visual art, drama - and construction of a new kitchen/cafeteria/student commons; and some major maintenance in both Caddo and Prudhomme.)

As alumni, I would be interested in how your experience reflected the school's mission statement and philosophy as follows --

Mission Statement: The mission of the Louisiana School for Math, Science, and the Arts is to foster in its young scholars lifelong growth toward reaching individual potentials and toward finding places of work and service in a global society through the examination and exchange of ideas in a community of learners.

Philosophy: Talented and high-achieving students from all parts of Louisiana deserve access to an expansive curriculum rich with accelerated learning opportunities that will allow them to move toward their academic and career goals at rates appropriate to their abilities and desires.

1. Education includes the development of the total student.
   1. Skills in problem-solving, critical thinking, and effective communication are taught along with a broad base of knowledge from content areas.
   2. The basic principles of truth, courage, industry, justice, mercy, patience, cooperation, and the worth the individual are exemplified and nurtured.
   3. The abilities to discern, make responsible choices, and practice ethical conduct are fostered.
   4. The physical, social, and aesthetic needs of students are addressed through quality food and health services, and through well-planned recreational, social and cultural activities.
   5. Teachable moments, not only in the classroom, but also in the residence halls, in the work environment, and on the playing field are utilized.
2. Genuine concern for the development and well-being of the student is at the heart of good teaching. Radiating from that center are expertise and teaching methodology matched to the caliber of the student and course content and goals.
3. All elements of a community of learners are vital:
   1. A faculty which is actively engaged in scholarly and artistic pursuits as well as open dialogue with students;
   2. A student body which is reflective of a diverse society, and is prepared in ability and training to participate in the community;
   3. A residential environment that provides safe conditions of living which fosters positive interaction among its citizens;
   4. resources for learning including libraries, laboratories, studios, and technological equipment;
   5. An administration dedicated to nurturing and safeguarding the school's community as well as representing the school within the state that it serves.

Since 1997, the number of applicants has ranged from a low of 297 (1997) to a high of 362 (2000). For the incoming class, the 20th class, there were 325 applicants. We all agree that more applicants are possible and needed, and several initiatives Dr. Loftin began last year will continue, along with a new program to recruit, retain, and graduate students from areas of the state that have been traditionally underserved. Among other issues, this program will increase the number of African-American and Latino students at the school.

From the applicants, the school has enrolled between 204 juniors (1997) and 239 juniors (1999). This year, we will enroll 213. Where I am concerned is in how many of these juniors actually make it through to graduation. Those numbers range from 188 (1998) to 146 (2000). Last year, 154 of the 224 students who entered the school graduated. This year, 190 students are returning for their senior year. While I cannot speak for student choices and actions, I am encouraged by continued positive developments in residential life and a commitment expressed by the faculty last May, and hope that at least 180 of the current seniors will make it through to graduation.

Year
# Applicants
# Accepted
# Graduated
1997	297	204	186
1998	321	215	188
1999	339	239	160
2000	362	224	146
2001	350	228	162
2002	325	213	154

As for "what alums can do to increase the school's viability", I refer you to an earlier question and response posted regarding alumni involvement with the school. Primarily, introduce the school to those in your circle of influence. Through your professional work, civic and church service, and daily life, there are people you know who might help to strengthen the position and advance the mission of the school. Introduce us to them. In fact, some of you might now be in roles of leadership where you are shaping the policy in your organization. How can your organization provide opportunities for our students - research, internships, jobs, funding? The more broad-based the LSMSA network becomes, the stronger the school will be.

How does it feel to be on the other side? I am so glad that you want to stay connected, but for the Connections Weekend, we will be looking for a mix of alumni in their careers or advanced studies. That doesn't mean that you can't come back, see friends, and inspire the current students. A number of new seniors expressed to me over the summer how much they are going to miss "their seniors." So please, stay in touch.

I also appreciate your voicing support for Connections Weekend. For students and faculty, it seemed to be significant and an appropriate required event. In fact, I have asked Ms. Smiley and Dr. Sharon Williams to make this annual, in the fall, rather than every two years. This year, CW will be November 8 and 9, and you are invited back, even if you are not a speaker.

Best wishes to you and the class of 2002.

Dr. Widhalm asks your pardon, and is now caught up with the questions. Keep them coming. In fact, you might want to direct a question to a particular faculty or staff member. Guest responders to questions are fine. Just think, you can assign an essay to one of your favorite teachers.

The Louisiana School is a state-supported residential public high school. The State of Louisiana through direct appropriation pays most of the costs of operation. However, several kinds of fess have been established as the result of legislation, board policy, and administrative directive. At the same time, provisions have been made for consideration of a family's situation and ability to pay such fees. With the exception of the Room Deposit Fee, all fees can be reduced or waived if a family qualifies. The fees are as follows:

Room and Board	$375 per semester
Student Activities	$95 per semester
Computer Use	$10 per semester
Science Lab	$5 per semester
Room Deposit	$100 per year

Attending the Louisiana School is not about your ability to pay, but rather your ability to work, to participate in a community of young scholars, and to realize your potential.

Answer from André DeHon, acting VP and electronic presence coordinator:

The contents and management of lsmsaaa.org are not Dr. Widhalm's area of management.