The APSI will be held July 9 to 12, 2019. Registration is open. Contact Wendy Barnes at or 574-631-4878 with questions
- Location: Pike High School
5401 West 71st Street
- Date:Tuesday, July 9 through Friday, July 12, 2019
- Schedule: 8:00 a.m.- 4:00 p.m., daily (30 contact hours)
- Lunch and Snacks: on-site, included with registration
- Registration Fee: $695
- Payment may be made by credit card, check, or purchase order.
- Seats are limited and will be filled on a first come first serve basis.
Sessions offered (unless otherwise stated all sessions are combined):
- Government and Politics - U.S., Presenter: Matt Furfaro, IN
- U.S. History, Presenter: Jay Hohenstein, MN
- World History, Presenter: Leslie Kenney, NM
- Calculus AB - Experienced Teachers, Presenter: Janice Rech, NE
- Calculus AB - New Teachers, Presenter: Paul Gruber, NJ
- Calculus BC, Presenter: Barbara Montgomery, MI
- Computer Science A, Presenter: James Huggins, MI
- Computer Science Principles, Presenter: John Meinzen, IL
- Statistics - Experienced Teachers, Presenter: Leigh Nataro, PA
- Statistics - New Teachers, Presenter: Michael Legacy, TX
- Biology - Experienced Teachers, Presenter: Brenda Royal, TN
- Biology - New Teachers, Presenter: Jody Saxton West, MN
- Chemistry - Experienced Teachers, Presenter: TJ Dortch, OK
- Chemistry - New Teachers, Presenter: Paul Groves, CA
- Environmental Science, Presenter: Scott Cole, GA
- Physics 1, Presenter: Oather Strawderman, KS
- English Language and Composition - Experienced Teachers, Presenter: Mary Jo Zell, TX
- English Language and Composition - NewTeachers, Presenter: Timothy Moxey, PA
- English Literature and Composition - Experienced Teachers, Presenter: Elizabeth Davis, TX
- English Literature and Composition - NewTeachers, Presenter: Joyce Herr, TX
The consultants for the AP Summer Institute are all College Board certified and AP Exam Readers.
AP-TIP IN Cohort 6 and Cohort 7 ONLY Teacher Information:
- For Cohort 6 and 7 teachers who live more than 60 minutes' drive time from Indianapolis: you will be provided with 4-nights of accommodations (double occupancy), breakfast at the hotel, a daily dinner stipend of up to $20, and a fuel stipend up to $50 per participant to defray fuel expenses (we strongly encourage carpooling to help defray fuel expenses). These individuals will be contacted with further information after submission of the Registration Form.
Remittance Information for Payment (checks) and Purchase Orders:
University of Notre Dame
107 Carole Sandner Hall
Notre Dame, IN 46556
Fax: (574) 631-2131
Registration will close on June 8, 2019.
*College Board, AP, Advanced Placement, Advanced Placement Program, AP Vertical Teams, Pre-AP and the acorn logo are registered trademarks of the College Board. Used with permission.
Presenters for the 2018 AP Summer Institute (2019 Bios will be posted in January 2019)
Ruth Gleicher is a recently retired teacher. She taught biology, AP Biology and STEM Research at Niles West High School, in Skokie, Illinois, for 25 years. Early in her career she was the recipient of the Outstanding New Biology Teacher award from NABT (the National Association of Biology Teachers) in 1997, and of the Outstanding Biology Teacher Award in 2003 from the same organization. In 2007 Ruth received National Board Certification and is a Master Teacher in the State of Illinois. Ruth has been a reader at the AP Biology reading and has been a consultant for the College Board for the past 15 years.
In her free time Ruth loves to go long distances on her road bike. Her favorite distance is 50 miles.
My name is Gerald Gillis and I have been teaching over 22 years at James M. Coughlin High School in Wilkes - Barre, Pennsylvania. I have taught AP Calculus for the past ten years. I have written a successful AP Calculus course at my school where all of my students have earned a 4 or 5 so far. Each year, I implement new teaching strategies so that my course stays fresh and current with the practices of AP Calculus and the AP Calculus Course Exam Description. I do not use a particular textbook; instead, I use a collection of assignments and activities that I have personally written for my students. I will share samples of the assignments, activities, and exams I have written during the workshop. I would definitely say that these assignments and activities are one of a few reasons why my students are successful on the AP Exam.
My experience with the College Board includes conducting one and multi-day workshops, presenter at the AP Annual Conference in Washington, DC, and several years as an AP Exam Reader. I was the author of Module 3 for the Online Teaching and Assessing Modules for the College Board. Recently, my class and I participated in the AP Insight Program for AP Calculus.
Karen Sleno received her B.S. in Mathematics Education degree from Saginaw Valley State University and her M.A. in Mathematics from Oakland University. She has taught in both parochial and public high schools, most recently at Flushing High School for the past 24 years, teaching all math subjects from Algebra I through AP Calculus AB and BC. In addition, she serves as the department chair, a role she has fulfilled for the past 20 years. She is also an adjunct instructor at Mott Community College where she has taught for the past 19 years. Her experience with AP Calculus AB and BC led her to be a participant at the AP reading for the past 12 years, first as a reader, then as a table leader and most recently as a question team member. Karen has been a consultant for the College Board for the past 3 years and also served as part of the review team for the transition of Khan Academy to be a College Board-approved AP Calculus review site. Her efforts in education and in the AP program earned her recognition as Educator of the Year for her district in 2015.
Anthony (Tony) Record is in his 29th year as a mathematics teacher at Avon High School, a western suburb of Indianapolis, Indiana. During his time at Avon, he has played a role in helping the school’s AP Calculus program grow from 12 students to nearly 300. He received his B.A. from Indiana University and his M.S. from Butler University. In addition to his teaching responsibilities, Tony is an active consultant with both the National Math & Science Initiative and the College Board having trained teachers and worked with students in 23 states. He has certified Texas Instruments T^3 Regional Instructor and is also a Reader for the AP Calculus Exam. Tony is a former Indiana State Teacher of the Year Finalist and Armstrong Teacher Educator with Indiana University as well as an Eli Lilly Teacher Creativity Fellow. He recently authored the AP Calculus AB curriculum for the KIPP charter school system across the United States and has written several test preparation materials for various print and online publishers such as Propel Enterprises,www.albert.io and GetAFive.com. He lives in Avon, IN with his wife and two teen-aged children.
Jennifer Cook Gregory
Jennifer is currently a teacher of Honors Chemistry and AP Chemistry in Moline, Illinois. She completed her bachelors’ degrees in Chemistry and Mathematics from Wilson College in Chambersburg, Pennsylvania, while earning her secondary education certification in both subjects. After college, she returned to the Midwest, and has spent the last 22 years teaching at public high schools in Iowa and Illinois. In 2006, Jennifer received her Master’s degree in Teaching and Learning Technology from Ashford University. Since then, she has participated in the AP Chemistry reading (since 2006) as a reader and as a Table Leader for 4 years. Jennifer has also served on the ACS High School exam committee as a writer/editor for 2013 exam, as the Secretary for the 2016 Exam Committee, and as the chairperson for the 2019 Exam. Currently, she has recently finished coursework required to earn her ESL endorsement.
Maria Litvin has taught computer science and mathematics at Phillips Academy in Andover, Massachusetts, since 1987. She is an AP Computer Science exam Reader and Table Leader and, as a Consultant for the College Board, provides AP training for high school computer science teachers. Prior to joining Phillips Academy, Maria taught computer science at Boston University. She is a co‑author of several leading AP Computer Science textbooks, including C++ for You++ and Java Methods: Object-Oriented Programming and Data Structures. She is also a co-author of Be Prepared for the AP Computer Science Exam in Java (since 1999) and Mathematics for the Digital Age and Programming in Python. Since 2014, as a Code.org facilitator, Maria has trained over three hundred New England elementary school teachers in introducing computer science to children in kindergarten through fifth grade. She is the faculty advisor of the Coding Circle community service program at the local Boys & Girls Club and a co-author of the Continental Mathematics League computer science contests for elementary and middle school students.
Perla Weaver received a Master of Science in Computer Science from Kansas State University. She worked from 1993 until 2004 as a Software Engineer primarily in the semiconductor industry developing embedded control systems. She also has worked in telecommunications developing network management systems. Perla was published as a graduate student as part of her research on software measures. Professionally she developed scheduling algorithms with an emphasis on deadlock avoidance, detection and recovery. In 2005, Perla began her transition into Education working as an aide in her children's school. The experience led to the decision to work towards a Graduate Teaching Certification. In 2012, she began teaching full time at Wyandotte High School in the Kansas City Kansas Public Schools teaching Engineering, Robotics and piloting Computer Science Principles for the College Board and Project Lead the Way. On this topic, she presented at the 2014 Kansas Career and Technical Education Conference. In August of 2016, Perla joined Johnson County Community College as a full time Associate Professor in Computer Science.
Martha Rush is a nationally recognized high-school economics and social studies teacher and active teaching advocate. She is also the author of Beat Boredom: Engaging Tuned-Out Teenagers (Stenhouse, 2018).
Martha has 20+ years of teaching experience at Mounds View High School in Arden Hills, MN, and she has led multiple student teams to championships and finalist positions at the National Economics Challenge, JA Student Leadership Conference, and Personal Finance Challenge. She has worked as reader for both AP Macro and AP Micro, and she is a member of the College Board’s AP Micro Instructional Design Team.
She is the current Education Committee Chair within the Minnesota Council for Economic Education, and she holds a Masters in Education Entrepreneurship from the University of Pennsylvania School of Education, a Masters in History from the University of Minnesota, and a Bachelor of Arts in Political Science from the University of Michigan.
Kevin McDonald is completing his 21st year of teaching; he has taught Pre-AP English II and AP English Language for 20 of those 21 years. He has also taught on-level English courses, Humanities, and Shakespeare to various grade levels, and is currently teaching AP Seminar. He has been an AP English Language and Composition Exam Reader since 2002, and a Table Leader at the exam since 2007 (including being on the sample selection committee twice). He has been an active consultant for the College Board since 2004, presenting one and two day workshops, Advanced Placement Summer Institutes, and workshops at the Advanced Placement Annual Conference. He also authored the Teacher’s Manual for Writing America, a textbook published by Pearson. He has also served as the High School Co-Chair for College Board’s Curriculum Design and Assessment Committee for their Advanced Placement English Language and Composition course, and is currently the High School Co-Chair for the AP English Language and Composition Development Committee.
Sherry Wynn Perdue
Dr. Sherry Wynn Perdue holds a Ph.D. in Educational Leadership, an M.A. in English/American Studies, and a B.A. in Interdisciplinary Humanities. She has actively participated in curriculum development and peer mentoring in addition to teaching composition within the Writing and Rhetoric Department at Oakland University since 1996. In 2008, Sherry affirmed her commitment to the lively art (and science) of writing at OU by taking the helm of the writing center. When not teaching or working one-on-one with clients, she is collecting data, developing training curriculum, mentoring one of the center’s writing consultants, or presenting at conferences. Sherry’s concurrent role as a College Board Consultant for AP English Language affirms her belief that high school students need rigorous preparation and access to the nonfiction genres in which they will write during college and within their careers and that their teachers need pedagogical support. Every summer since 2005, she has served either as a reader or a table leader at the AP exam, further demonstrating that commitment. Sherry’s publications on evidence-based research in writing centers, the unique needs of dissertation writers and their supervisors, and information literacy have appeared in The Writing Center Journal, Education Libraries, Perspectives in Undergraduate Research and Mentoring, and the Journal of Academic Librarianship. In addition to penning her own publications, she serves as a reviewer, and runs WriteSpace Consulting, an editing and custom writing business. She vacations with her husband Don and daughter Alexondra and enjoys walks with her Standard Poodle Max in her fleeting spare time.
Nichole Wilson is an Advanced Placement English Literature Teacher and Senior Team Leader at William Mason High School; additionally, she is an AP Literature Mentor (2016-2017; 2017-2018) and an AP Literature Consultant through the College Board. She has been an AP Literature Reader since 2012, and she was hired by McGraw Hill as a teacher consultant to provide feedback for the latest versions of 5 Steps to a 5: AP English Literature and 5 Steps to a 5: 500 AP English Literature Questions. She has spoken about best practices at a number of conferences, including the College Board's National Forum (2013, 2015, 2017), the College Board's Midwest Regional Forum (2013), the ISTE National Conference (2013), the AP Symposium in Columbus, Ohio (2014), and the Advanced Placement Annual Conference (2017). She will be speaking at APAC 2018 as well. Through the J. William Fulbright program, Ms. Wilson taught Literature, Language, and Media Studies at East Norfolk Sixth Form College in England. She has also worked as a journalist for a daily newspaper and as a Public Relations Director and adjunct instructor at Mount Vernon Nazarene University.
With over 40 years’ experience, Joyce Herr is in Winston Salem, NC and retired from full time teaching AP English Literature and Composition, Humanities and Dual Credit Freshman English Literature and Composition at Tascosa High School in Amarillo, Texas. She has served a reader/table leader for the AP English Literature and Composition Exam for the past 15 years. In addition, she is an adjunct instructor at Amarillo College teaching Freshman Composition and Literature in online classroom settings. Joyce is an AP English Literature teacher mentor for new and experienced AP Lit teachers in several states. Since 2000 she has been a nationally endorsed College Board lead English consultant presenting at one and two-day workshops and Advanced Placement Summer institutes as well as presenting numerous years at the Advanced Placement Annual Conference. In addition to her College Board associations, she has presented AP English professional development for teachers and conducts Saturday AP student study sessions for the National Math and Science Initiative.
Amy Fassler has been teaching AP Environmental Science in Marshfield, Wisconsin for 16 years, in addition to chemistry, biochemistry and science research. I have served as an AP Reader, Table Leader, and Test Development Committee member. This is my 5th year as a College Board consultant, and I am assisting the College Board with course updates I am passionate about environmental science education and have inspired many young people to pursue careers in the field or simply become more environmentally aware citizens. I teach students with vast differences in their science background and ability levels and have seen great success with all groups. In addition to classroom teaching I also coach Science Olympiad team and mentors a protein research group. I love traveling, reading, cooking, and enjoy all the outdoor opportunities Wisconsin has to offer! Please email@example.com&;su=AP-TIP%20IN%2C%20Pike%20High%20School%20APSI" target="_blank" style="margin: 0px; padding: 0px; border: 0px; outline: none; font-size: 11.96px; vertical-align: baseline; background-color: transparent; text-decoration: underline; color: rgb(0, 88, 207); background-position: initial initial; background-repeat: initial initial;">contact me with any questions you have about the APES summer institute.
Dr. Peterson currently teaches at DePauw University, a liberal arts college in Indiana and has been involved with the AP program in various capacities since 2001. She has completed numerous tasks for the College Board; writing exams, writing individual questions for the exams, scoring exams, previewing exams, facilitating workshops and institutes, reviewing syllabi, and many other things. Her research focuses on American voting behavior and racial politics, while her most recent research focuses on racial resentment across the world. She is an award winning teacher (2016 Anna Julia Teacher of the Year Award) and constantly works to improve her teaching. Over the years Dr. Peterson has been the recipient of multiple grants to complete summer research with undergraduate students and most recently has been a participant in grants to study in Australia, South Africa, Japan, China, and Hawaii.
Rita Cron Hines
Rita Cron Hines has taught Advanced Placement Human Geography since 2008 at J.M. Atherton High School in Louisville, Kentucky. By Site Based Decision Making Council (SBDM) rules: all students enrolled in any AP course must take the corresponding AP exam…this means there is no statistical game playing with passing percentages played at our school. The pass rate for our 9th graders taking this course since 2008 exceeds the national average of 50% every year. This is a testament to sound pedagogic lessons and best practice use by our instructors.
Rita earned her A.B. in Journalism at Indiana University, Bloomington, and her M.A.T. at Bellarmine University in Louisville. Her Ed.S. degree is from the University of Louisville, and she is a doctoral candidate in educational administration at U of L at present. She was commissioned a Kentucky Colonel in 2009.
In addition to teaching APHG, Rita teaches in the International Baccalaureate (IB) program, and serves as the CAS coordinator for this program and is an examiner for IB Paper three. She served three terms on SBDM and department chair for Social Studies three terms. She is College Board certified to teach APHG, AP English Language and AP U.S. History. She was an ExCel Award winning teacher in 2008, the recipient of the 2014 Ashland Teacher of the Year Achievement, and was recently nominated for the Gilder-Lehrman National Teacher of the Year Award.
Rita has served as a reader and table leader for APHG for the past nine years, and has served as a consultant for APHG for five years as of 2018.
She is passionate about educating students to their fullest potential. Rita is married to Richard Hines, and has two children: Courtney and Kyle, and two Siamese kitties, Frank and Riley.
Jim Vander Weide
Jim Vander Weide is a Physics teacher at Hudsonville High School in Hudsonville, MI and has been teaching for 20 years. He has served as an AP Reader (AP Physics test grader) since 2004 and has been a Table Leader (in charge of a group of readers) since 2009. In addition, Jim was a member of the AP Physics C Test Development Committee from 2011-2014. He has participated in reviewing modules for the College Board as well as writing labs for the AP Physics B redesign. In addition, he is currently working with the College Board articulating the AP Physics C curriculum and is a member of the Instructional Design Team for Physics 1. Jim was also involved with a research project through the Van Andel Education Institute in Grand Rapids, MI that is focused on getting students to think more like scientists via the avenue of using inquiry learning. Jim earned his Masters in Physics Education in 2002 with an emphasis in Physics Education Research (PER) and since then has been working to improve his inquiry-based teaching style.
Dr. James Guffey has been teaching statistics and mathematics at Truman State University in Kirksville, Missouri since 1988, including dozens of Introductory Statistics classes. He has received numerous teaching awards and has presented at conferences at the state, national, and international levels. He has served several years as an AP Statistics reader, and became a consultant with both College Board and National Math and Science Initiative in 2014. James earned his BS at Centre College of Kentucky; his MS and PhD are from Missouri University of Science and Technology.
Proud professional educator, Sarah M. Johnson, teaches Mathematics & Statistics at Grand Blanc High School in Grand Blanc, Michigan, where she also acts as Chair for the Mathematics Department. She has been teaching AP Statistics for more than 10 years and currently serves as an AP Consultant for the Midwest Region of the College Board. Sarah has also worked as an AP Reader, AP Multiple Choice Item Writer, National Delegate to the Academic Assembly of the College Board, NCTM Proposal Reviewer, and as both a Consultant & Mentor with the National Mathematics & Science Initiative. Once upon a time, Sarah raised her hand in a department meeting and asked the question “Why don’t we have this AP Stats class I heard about?”. This is the last time she has raised her hand in a meeting to date. Since that day, she has been educating the masses about fighting our two enemies: bias & variability, and maintaining focus on the #1 job of any statistician-- translating statistics into English for common folk. Sarah uses simulation-based activities to ensure her students are good consumers of data (and also to keep them from sleeping in class). Sarah is married to her marine engineer husband, and they are attempting to herd cats---err raise their 4 beautiful daughters (a.k.a. “Those Johnson Girls” ages 17, 10, 6, and 1).
Paul Faeh has taught for 20 years in the suburbs of Chicago, Illinois. He earned his BA from the University of Wisconsin-Madison in 1993, and MA from St. Xavier University in 2001. He is a social studies teacher at Hinsdale South High School, where he teaches AP United States History and AP European History. Paul is a Consultant for the College Board, presenting AP United States History one day workshops and week long summer institute workshops. He also serves as Exam Leader for the AP US Exam Reading (reader since 2001, table leader since 2006, and DBQ Question Leader since 2014). In 2011, Paul Faeh was awarded Top Finalist for Teacher of the Year in Illinois by the Gilder-Lehrman Institute of American History.
Branden received his BA from Carleton College with an emphasis in Asian history, and went on to earn an MA from the University of New Mexico. He lived and taught in India and the Navajo Nation. He participated in the AP World History Summer Institute at its inception in 2000-2001, and has taught summer institutes since 2003. He teaches AP World History, AP Comparative Government, Pacific/Indian Ocean World, and Comparative Culture and Religion. He is the Content Area Specialist for Social Studies at Irondale High School in the Mounds view school district in Minnesota. He is a College Board certified consultant and reader for the AP exam. He helped with the late stages of the redesign of the latest Minnesota World History standards. Recently he has been spending time in Indonesia, exploring the long term effects of the Indian Ocean Trade.
Below are the course descriptions from 2018. The 2019 Course descriptions will be posted January 2019.
The AP Biology Summer Institute course is designed to prepare high school biology teachers to teach AP Biology in their high schools, and provide participants with the tools to design and implement a successful AP program in their schools. The main focus of the institute will be the curriculum, implementing inquiry labs, application of the science processes, and quantitative skills. We will conduct at least 2 labs a day, with a focus on guided inquiry. Whatever labs we do not complete, we will discuss.
Each day will be divided into morning and afternoon sessions. A portion of each session will be devoted to a lab. We will discuss lab set-up, pre-lab objectives, lab procedure and implementation of labs within the participants’ schools. The remainder of each session will be devoted to course design, the AP exam, the curriculum framework, science practices, quantitative skills and the course audit.
What to Bring:
- school calendar
AP Calculus AB (Experienced Teachers)
During this training, you will explore the mathematical practices for AP Calculus (MPACs) and the components of the curriculum framework. You will learn activities that organize the course content in order to develop students’ proficiencies. The workshop will provide teaching strategies as well as content for the challenging areas within each of the big topics - limits, derivatives, and integrals. You will review student samples from the AP Reading and learn how the scoring guidelines were implemented. You will leave with many resources to use in your classroom.
AP Calculus AB (New Teachers)
This four-day workshop will offer a comprehensive approach to planning and teaching AP Calculus AB for the new AP teacher. The new College Board framework and the 4 Big Ideas will be explored in detail and will be applied to teaching practices that foster deep understanding of calculus and a readiness for the AP exam. Participants will experience multiple labs and activities that will reinforce each big idea and will have ample time to discuss the implementation of each into a year-long calculus course. In addition, participants will be gain experience in designing their course, from how to grade homework to writing AP-style exams. Finally, time will be spent analyzing and discussing test items from previous AP exams and how the scoring rubric was applied. Practice test strategies will be modeled and College Board grading philosophy will be shared in order to assist teachers in thoroughly preparing students for the AP exam.
AP Calculus BC
This four-day AP Summer Institute is designed for any AP Calculus BC teacher. The course will cover all major topics tested in the AP Calculus BC exam, strategies for student engagement and success, instructional strategies, AP and AP-style resources and test information. While the content of the course will be the backbone connecting the four days together, activities, discussions, resources, teaching tips, exam and scoring information will be spiraled throughout the topics. We will look at previous AP exam Free Response Questions to better understand the scoring and how that can and should impact our classroom instruction.
A special emphasis will be placed upon using calculus in parametric, polar and vector environments as well as a thorough discussion of the convergence tests of series and manipulating power series.
This course will also include discussions on equity and access, and how teachers can actively promote access for all students while maintaining and growing student success. Each day will include strategies, discussion and collaboration aimed at differentiating/scaffolding instruction to meet the needs of all students enrolled in AP Calculus BC.
AP Chemistry (Experienced Teachers)
AP Chemistry (NewTeachers)
Jennifer Cook Gregory
AP Chemistry Course Description - This course is designed to introduce new AP teacher to AP topics and laboratory coursework. We will focus on alignment with the AP Chemistry framework. This course will emphasize expanded content, incorporation of inquiry into the laboratory experience and use of mini-labs appropriate for the classroom. Lab activities will include methods designed to conserve teacher preparation time and chemicals.
What to bring:
- Long pants
- Closed-toe shoes
- Lab coat or lab apron (optional)
- Lab activities and demonstrations to share
AP Computer Science A
The course accommodates participants with different levels of familiarity with Java and OOP. We will study classes and objects, constructors and methods, abstract classes and interfaces, inheritance and polymorphism, strings, 1D and 2D arrays and ArrayList, and other topics specified in the AP Computer Science A Course Description. We will discuss the College Board’s course audit process, work with the College Board's exemplar labs (Magpie, etc.) and other materials, including the multiple choice and free-response questions from past exams, and share techniques for teaching Java in high school.
Whether you are new to Java or someone who taught AP CS before, you will find our discussions and labs useful while challenging and fun. The APSI will involve a great deal of hands-on lab work and classroom discussion which will include the free-response questions from the 2018 AP Computer Science A exam, including the grading rubrics.
We will use Oracle’s Java 7 or Java 8. It is a BYOD workshop: you will need to bring your own Mac or Windows laptop, with the Java software installed (Java SE and Eclipse IDE). Instead of Eclipse, you may use your favorite Java IDE. Information about getting started with Java and which software to download and install is at: skylit.com/javamethods/faqs/index.html.
The textbook is Java Methods: Object-Oriented Programming and Data Structures, 3nd AP Edition, by Maria Litvin & Gary Litvin, Skylight Publishing, 2015. Participants attending this APSI for the first time will receive a copy of this book during the workshop; those who attended this APSI in the summer of 2017 please bring Java Methods book with you to the institute.
AP Computer Science Principles
AP Economics - Macro/Micro
This course will focus on the major principles taught in introductory college-level Microeconomics and Macroeconomics courses, as well as the structure of an AP course and strategies for preparing students for the AP tests. Introductory microeconomics introduces the fundamental economic concepts of scarcity, opportunity cost, trade (including foreign exchange markets), the role of markets and prices, the theory of the firm, market structures and market failure. Introductory macroeconomics includes economic measurement, fluctuations of business cycles, macroeconomic models and the role of stabilization policies, both fiscal and monetary. Teachers will participate in simulations and activities that they can use with their students.
AP English Language & Composition (Experienced Teachers)
This AP English Language workshop for will focus on the full implementation of the AP English Course Description (revised in the Fall of 2014), as well as discuss ways to extend the course as it relates to college composition programs. This will require extensive discussion of existing and developing writing pedagogy. In addition, we will focus on ways to incorporate various genres of writing to help AP Language courses serve their vertical teams. The session will also incorporate a sample reading of the student samples from the May 2018 Exam.
AP English Language & Composition (New Teachers)
Sherry Wynn Perdue
Pre-Workshop Requirements: Before attending (preferably at least a week before), each participant should:
- Visit the Advanced Placement English Language and Composition Homepage to review the course description and to scan resources available to teachers.
- Assemble a collection of texts and resources you have used or plan to use in the AP course.
- Draft an email to the facilitator at firstname.lastname@example.org">email@example.com overviewing your experience teaching writing generally and AP specifically (if at all) as well as provide information about yourself, the student body, and session goals. If you have an audit-approved syllabus, please attach that as well.
Course Overview: As one of the largest AP exam constituencies, English Language and Composition students rely upon experienced AP teacher/scholars like you. By the end of the week, each participant will have:
- Returned to the other side of the desk, rethinking the course design from the perspective of a student and working through the process as you would ask your students to do
- Compiled or re-evaluated your course and created an assignment sequence that elucidates your goals and enables students to hone the language power upon which they will build in college;
- Queried your feedback mechanism and the interplay between grading, assignment goals, and revision;
- Examine or re-examined the exam norming process and created a series of activities to improve students’ abilities to learn from exam samples
- Explored the concept of genre awareness and how you can use it to better prepare students for the diverse writing tasks they will face in college.
- Unpacked the art and science of synthesis, revisiting how you ask students to demonstrate it
- Expanded your argument tool box
- Revisited the ways in which you ask students to demonstrate their rhetorical awareness
AP English Literature & Composition (Experienced Teachers)
The AP English Literature and Composition course aligns to an introductory college-level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure.
Our session is designed to engage all aspects of teaching AP Literature and Composition, from overall philosophy to pragmatic details. While we have an agenda packed full of activities and materials, the very nature of bringing together a group of teachers suggests a collegial atmosphere conducive to the exchange of ideas. Consequently, some adjustments may occur to meet the needs and concerns of the participants.
- Identify and apply the Standards of the AP Literature and Composition Exam
- Explore and Develop Effective AP Literature Units, Lessons and Syllabi
- Expand Participants’ Repertoire of Successful Methods and Activities
- Explore Print and Electronic Resources
- Develop a Network of AP Teachers
- Understand the Power of English Vertical Teams
AP English Literature & Composition (New Teachers)
This course is designed as a summer conversation about AP English Literature. You will be engaged throughout the week with hands-on materials that will give you a clear understanding as to how and why, as a beginning AP teacher, you should organize an AP English Literature and Composition course. High-level reading skills, concrete to abstract analysis, use of rhetorical devices, strategies for the objective test, and strategies for prompt writing will be stressed. During our summer conversation, we will work with each of the main areas of the Literature exam—the multiple-choice questions, poetry essay, prose essay, and “open” essay—and discuss different ways to prepare our students with the skills they will need on the AP test. We will collaborate on strategies, practice test-taking, analyze readings and share best practices. We will also discuss the scoring process for the test and review the current resources available.
What to bring:
- Current syllabus or the one you will be using
- Textbook you use or plan to use
AP Environmental Science
I am excited to be a part of AP TIP IN and lead the AP Environmental Science Summer Institute and look forward to helping both new and experienced APES teachers increase their success with the course. My goal is for teachers to enhance the quality of their APES program through the strategies such as Claim Evidence Reasoning (CER), Identify and Interpret (I2), inquiry and data analysis. We will spend time addressing syllabus and pacing and strategies to improve student exam performance, including how to write AP style multiple choice questions. We will run many of the lab activities in their entirety so that you can get comfortable with the techniques and methods of data analysis. In addition, we will conduct field investigations. I will share with you resources to improve your curriculum and delivery of content to enhance students critical thinking skills, as well as all lectures, labs, and assessment I use in my course.
What to bring:
- Idea(s) to share
- Clothes for field work
AP Government and Politics - U.S.
AP Human Geography
Rita Cron Hines
I am excited to be your mentor through the fast-paced journey we will take this summer at The University of Notre Dame in Indianapolis. My commitment to each of you is that when you leave this APSI, you will feel empowered to teach Human Geography at a rigorous level, network with teachers who share your concerns, passions and desire to help your students, and have fun.
About this Institute: we will review the “systematic study of patterns and process that shape human understanding, use and alteration of Earth’s surface”. During our jam-packed four days of sharing, we will learn about resources from the College Board, and others, as well as the Course Audit, textbook selection, appropriate sequencing, timeframe/pacing, as well as the reading and writing necessary to prepare students for success on the multiple choice and free response writing tasks each May. The full agenda will be provided the first day, and please know that it is flexible to meet the needs of our week together. We will understand the importance of two words about APHG: WHERE and WHY.
What to bring:
- All questions and concerns you have about content, assignments, or teaching strategies;
- Your current APHG textbook adopted by your school IF you have one;
- Ideas to share (best practices) from your APHG or other AP classrooms;
Please have read/reviewed PRIOR to arrival at the APSI:
- AP Human Geography Course Description. It can be found at: apcentral.collegeboard.org. This site will provide you current information about the AP course and the exam.
I look forward to meeting and growing with each of you.
AP Physics 1
James Vander Weide
Participants in this institute will have the opportunity to meet and learn from others who are developing Advanced Placement Physics programs in their schools as they strengthen their knowledge of the subject and become familiar with the AP Physics program and its changing scope and sequence. They will come away from the institute with many materials, including sample textbooks, the College Board AP Physics packet, electronic access to tests and solutions from past years, packages of "make and take" labs and demonstrations, teacher materials and sample course syllabi, and the solutions to the most recent exams. Generally, each morning will be spent working on problem solving techniques and discussing approaches to teaching AP Physics—including development of a course syllabus and writing labs and assessments that address higher order thinking skills in students. This course and syllabus development will include preparation for the newly designed AP Physics 1 course. Afternoons will be spent in the laboratory—building lab and demonstration setups, performing demonstrations, designing lab experiments, developing technological skills, and checking web materials. Assignments will require teachers to prepare for class by working actual AP Physics exams from previous years, developing at least two inquiry-based laboratory for student use and/or lesson plans, and developing questions for class discussion.
AP Statistics (Experienced Teachers)
This AP course intends to deepen understanding through a broad overview of the content and big ideas of AP Statistics: exploratory data analysis, sampling and design, probability and random variables, and statistical inference using confidence intervals and hypothesis tests. There will be discussions, simulations, and activities to provide insights into the concepts of statistics and to inform teaching those ideas. Resources will be explored and evaluated. Collaboration will be supported and encouraged. Graphing calculators will be used for calculation and exploration, and limitations will be discussed. Questions from past AP exams will be read with application of associated rubrics for the purpose of teaching for better preparation and coaching for better performance and communication.
AP Statistics (New Teachers)
AP U.S. History
It is my pleasure to welcome you to AP-TIP IN’s AP Summer Institute and I look forward to working with you on becoming a well-prepared teacher of AP US History. We will spend the week examining the AP US History course and exam, including course content, teaching strategies, and writing/grading strategies. There will be a variety of activities where participants will develop and share ideas, and strategies.
AP World History
This workshop will have two distinct parts, divided between the nuts and bolts of preparing students for the exam, and scholarship in the field of World History.
These interrelated dimensions are intended to help instructors teaching AP* World History to refine their own historical knowledge of key moments, themes, and developments in world history as well as develop or refine practical approaches and assignments for the classroom. Part of the session will be devoted to the intense discussion, of a specific historical moment, trend, or development using readings form recent scholarship and primary sources. The main focus of the workshop will be practical challenges and methods of teaching an AP* world history course. Intended as an opportunity to collaborate, share, and compare approaches with your colleagues, this forum may cover, among other things: chronology and periodization; cross-cultural comparison; the effective use of primary and secondary sources, fiction, images, and films as historical documents in the classroom; examining and choosing textbooks and primary source readers; concrete work on developing classroom-ready units; teaching students to write essays according to the AP* Rubrics; best practices in the field; and generally preparing students for the exam.
A major area of discussion this year will be the changes in the AP World History exam implemented in 2018 and what this will mean for our instruction. Information from the June 2018 AP* reading will be discussed, including hands on experience with the redesigned essays.