| Where ideas and practice meet... |
The AP-TIP annual Fall Conference balances a field's big questions
with their everyday application.
During the online Fall Conference, participants may hear from keynote or plenary speakers
and engage in an array of content-based and instructional practice-focused breakout sessions.
All teachers of advanced coursework (e.g. AP, Dual Credit) are invited to attend the 2024 Fall Conference for their subject area.
Teachers are encouraged to invite colleagues across programs with an eye to equivalent courses (e.g. Precalculus = College Algebra and Trigonometry).
| 2024 Schedule Overview |
| Each day of the online Fall Conference runs from 9:00a.m. - 4:00p.m. ET | ||
| Morning Sessions: 9:00a.m. - 12:00p.m. Lunch 12:00p.m. - 1:00p.m. Afternoon Sessions 1:00p.m. - 4:00p.m. |
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| English Language English Literature |
Tuesday, September 10th |
Registration is now closed. |
| Calculus AB Calculus BC Precalculus Statistics |
Wednesday, September 11th |
Registration is now closed. |
| Biology Chemistry Computer Science A Computer Science Principles Environmental Science Physics |
Thursday, September 12th |
Registration is now closed. |
| Registration and Topics by Discipline |
Registration
| Registration |
| REGISTER NOW |
| Party | Cost of Registration |
| AP-TIP and APECS Grant Teachers | FREE |
| AP-TIP Affiliate, former APECS, and Partner Teachers | FREE |
| Non-Program Teachers | $149 per Teacher |
If you have a question regarding Fall Conference registration, please contact
Karen Morris at kmorris@nd.edu or Nicole Chase at .
| Payment |
Payments for non-program teacher registrations can be made by check or purchase order and are due by Tuesday, September 10th. Cancellations after September 6th will incur a $50 cancellation fee.
The payment or purchase order is to be addressed as follows:
University of Notre DameAP-TIP
107 Carole Sandner Hall
Notre Dame, IN 46556
If you need a copy of our W-9, please reach out to Karen Morris at or (574) 631-6945.
| Current Cohort Schools |
| Cohort | School Name | Cohort | School Name | Cohort | School Name |
| 10 | Bloomington North High School | APECS - B | Bishop Kenny High School | Partner | Arsenal Technical High School |
| 10 | DeKalb High School | APECS - B | Cathedral High School | Partner | Crispus Attucks High School |
| 10 | Fountain Central Jr/Sr High School | APECS - B | Lafayette Central Catholic High School | Partner | Hammond Central High School |
| 10 | Highland High School | APECS - B | Cristo Rey Forth Worth High School | Partner | Morton High School |
| 10 | Jennings County High School | APECS - B | Cristo Rey Jesuit (Chicago) | Partner | Washington High School (South Bend) |
| 10 | Riley High School | APECS - B | Cristo Rey Jesuit High School (Twin Cities) | ||
| 10 | Rossville Memorial High School | APECS - B | Cristo Rey Oklahioma City Catholic High School | ||
| 11 | Eastbrook High School | APECS - B | Cristo Rey St. Viator College Preparatory School | ||
| 11 | Hamilton Southeastern High School | APECS - B | De La Salle Institute | ||
| 11 | Indiana Math and Science Academy - North | APECS - B | Mother McAuley Liberal Arts High School | ||
| 11 | Lanesville High School | APECS - B | Providence Cristo Rey | ||
| 11 | Manchester High School | APECS - B | St. Xavier Catholic School | ||
| 11 | North Decatur High School | APECS - B | The High School of St. Thomas More | ||
| 11 | Tri-West High School | ||||
| 12 | Charlestown High School | ||||
| 12 | Corydon Central High School | ||||
| 12 | Hammond Academy of Science and Technology | ||||
| 12 | Herron HIgh School | ||||
| 12 | Herron Riverside High School | ||||
| 12 | Mishawaka High School | ||||
| 12 | Silver Creek HIgh School | ||||
| 12 | West Central High School |
| Affiliate Schools |
| Cohort | School Name |
| 4 | Argos Jr-Sr High School |
| APECS - A | Bishop McLaughlin |
| APECS - A | Cardinal Mooney |
| APECS - A | Cathedral High School |
| 8 | Central Noble High School |
| 1 | Concord High School |
| APECS - A | Cristo Rey Jesuit |
| APECS - A | Cristo Rey St. Martin |
| 8 | East Noble High School |
| 3 | Eastern Greene High School |
| 3 | Edgewood High School |
| 1 | Elkhart High School |
| 7 | Gibson Southern High School |
| 4 | Griffith High School |
| 8 | Hanover Central High School |
| 2 | Hammond Central High School |
| APECS - A | Holy Cross of San Antonio |
| 7 | Jimtown High School |
| 2 | Kokomo High School |
| 7 | LaPorte High School |
| 2 | Lawrence Central High School |
| 2 | Lawrence North High School |
| 4 | Lowell High School |
| APECS - A | Marian High School |
| 5 | Marion High School |
| 5 | Merrillville High School |
| 5 | Michigan City High School |
| 1 | Mississinewa High School |
| 4 | Mooresville High School |
| 5 | Muncie Central High School |
| 8 | Nazareth Prep High School |
| 5 | New Albany High School |
| 6 | New Palestine High School |
| 3 | New Prairie High School |
| 5 | Our Lady of the Sacred Heart |
| 1 | Pike High School |
| 7 | Portage High School |
| 8 | Sheridan High School |
| 9 | South Putnam High School |
| 1 | Speedway High School |
| 4 | Twin Lakes High School |
| 8 | Washington High School |
| 8 | Wawasee High School |
| APECS - A | West Catholic High School |
| 6 | Whiting High School |
| 3 | Whitko High School |
| 9 | Wood Memorial High School |
English
2024 Fall Conference: Active Reading That Matters
| Morning Sessions |
| 9:00-9:15 | Opening Announcements | Chris Judson |
| 9:15-10:30 | "Where Does She Get This Stuff?": What Smart Readers Do, Part 1 | Dr. Brandon Abdon |
| 10:30-10:45 | Break | |
| 10:45-12:00 | "Where Does She Get This Stuff?": What Smart Readers Do, Part 2 | Dr. Brandon Abdon |
| 12:00 - 1:00: Lunch |
| Afternoon Sessions |
| Subject | Literature | Both | Language | ||
| Presenter | Kassie Brizuela | Liz Davis | Dr. Bandon Abdon | Mario Minor | Paul W. Hankins |
| 1:00-1:55 | Experiencing the Text: The Art of the First Read | Mission Possible: Uncovering Answers from a Text | Bird by Bird, Bite by Bite | "You Already Know This!": Reading Rhetorically through Connections | Taking Them Back without Watering It Down: The Picture Book and Illustrated Text Format as Anchor to the Literary Experiece |
| 2:00-2:55 | Experiencing the Text: The Art of the First Read | Mission Possible: Uncovering Answers from a Text | Bird by Bird, Bite by Bite | "You Already Know This!": Reading Rhetorically through Connections | Taking Them Back without Watering It Down: The Picture Book and Illustrated Text Format as Anchor to the Literary Experiece |
| 3:00-4:00 | Experiencing the Text: The Art of the First Read | Mission Possible: Uncovering Answers from a Text | Bird by Bird, Bite by Bite | "You Already Know This!": Reading Rhetorically through Connections | Taking Them Back without Watering It Down: The Picture Book and Illustrated Text Format as Anchor to the Literary Experiece |
| Session Descriptions |
| "Where Does She Get This Stuff?": What Smart Readers Do, Parts 1 & 2 |
| Dr. Brandon Abdon |
| You're a good reader. What makes you a good reader? You're a critical thinker. What makes you a critical thinker? Explore the processes behind how good readers interpret, analyze, and uncover nuances in complex texts. Discover these habits so you can plan to foster these in your own students. |
| Experiencing the Text: The Art of the First Read |
| Kassie Brizuela |
| Dive into the initial encounter with a text as a fresh piece of art, connecting with the emotions and perspectives of its creator. This session will guide you in exploring the profound ideas of great thinkers, helping you to see and feel the world through their eyes, setting the stage for deeper analysis. |
| Mission Possible: Uncovering Answers from a Text |
| Liz Davis |
| Just as good investigators know how to solve a mystery by asking the right questions, good readers uncover secrets by constantly "interrogating" a text. Examine a set of scaffolded questions and a reading strategy that employs questioning to unveil answers within a text from basic comprehension to deeper analysis of ideas. |
| Bird by Bird, Bite by Bite |
| Dr. Brandon Abdon |
| Explore the challenges readers face when engaging with dense and sophisticated material. This session includes strategies for improving comprehension, navigating complexity, and developing nuanced understandings of the texts they read. |
| "You Already Know This!": Reading Rhetorically Through Connections |
| Mario Minor |
| How can you improve your abiltiy to read rhetorically? One way is looking for moments of interconnectivity between you and the text. Good readers search for ways to make connections and the strategies provided in this session will help students create meaningful , relatable associations to improve their reading of print and written texts. |
| Taking Them Back without Watering It Down: The Picture Book and Illustrated Text Format as Anchor to the Literary Experience |
| Paul W. Hankins |
| The use of story in the picture book or illustrated text format can present with either a natural "why" or a rigor-necessitated "resistance." The right book at the right time in the right room can anchor, stabilize, and illuminate the connections from text to text that affords a student's ability to situate one idea in the context of another. Whether we call this interconnectivity, semiotics, or "Reading Ladders" (Dr. Teri Lesesne), the picture book format affords alacrity in the presentation of an idea. In addition the affordance of another idea that strengthens the subject in consideration is considered. This session will include a list of texts (to include both print and film) shared by the presenter within an Advanced Placement Literature/Dual Credit classroom.The presentation will also include a resource presenting many of the poets and authors shared with a dual credit or college program presented within a picture book format creating a natural complement to the work already happening. |
Math
| Morning Sessions |
| 9:00-12:00 | Precalculus | Math is Language | Jamil Siddiqui |
| Calculus AB | The Role of Accumulation/Integration in AB Calculus | Brendan Murphy | |
| Calculus BC | Teaching Using Big Ideas: The BC Approach to Differentiation and Integration | Karen Sleno | |
| Statistics | Teaching Statistics with the EFFL Model | Kelly Pendleton |
| 12:00 - 1:00: Lunch |
| Afternoon Sessions |
| Subject | Presenter | 1:00-2:00 | 2:00-3:00 | 3:00-4:00 |
| Precalculus | Jamil Siddiqui | All Math is the Same: Making Connections between Mathematical Topics | One Day Lessons: How to Keep Students Engaged | Motivating Students to Give Their Best |
| Calculus AB | Bredan Murphy | Derivatives of Inverse Functions & Inverse Trig Functions | Existence Theorems | Fundamental Theorem of Calculus |
| Gerald Gillis | Selecting Procedures for Derivatives & Integrals | Making Interpretations with Derivatives & Integrals | Making Sense of Solutions to Slope Fields and Fundamental Theorem of Calculus Problems Using Technology | |
| Calculus BC | Karen Sleno | Series Convergence Tests | Geometric Series to Ratio Test | Building Taylor Polynomials |
| Mark Kiraly | Error Bounds | Parametrics & Vectors | Logistics & Euler’s Method | |
| Statistics | Kelly Pendleton | A Lesson for One-Variable Statistics | A Lesson for Sampling & Experimental Design | A Lesson for Geometric Distributions |
| Chris True | Coke v. Pepsi: An Observational Study with an Introduction to Inference | Combining Discrete Random Variables | Combining Continuous Random Variables |
| Session Descriptions: Statistics |
| Teaching Statistics with the EFFL Model |
| Kelly Pendleton |
| In this session, learn about the Experience First, Formalize Later (EFFL) teaching and learning model. As we work through several lessons, teachers will learn how to facilitate a student-centered classroom and maximize student engagement and understanding. |
| A Lesson for One-Variable Statistics |
| Kelly Pendleton |
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In this session, we will go through a lesson about one-variable statistics that can help students successfully work through Free Response Questions. This session will use the FRQ from the previous AP Exam as an example that could be used in any rigorous statistics course.
|
| A Lesson for Sampling & Experimental Design |
| Kelly Pendleton |
|
In this session, we will go through a lesson about sampling and experimental design that can help students successfully work through Free Response Questions. This session will use the FRQ from the previous AP Exam as an example that could be used in any rigorous statistics course.
|
| A Lesson for Geometric Distributions |
| Kelly Pendleton |
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In this session, we will go through a lesson about the geometric distribution that can help students successfully work through Free Response Questions. This session will use the FRQ from the previous AP Exam as an example that could be used in any rigorous statistics course.
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Computer Science
| Morning Session |
| 9:00 - 12:00 | AI: Leaning into the Paradigm Shift | Jill Westerlund |
| 12:00 - 1:00: Lunch |
| Afternoon Sessions |
| The following sessions are open to teachers of any computer science course: | ||
| 1:00 - 2:30 | Lesson Plan Efficiency: Strengthen Your Toolkit with AI Lesson Plan Generation | Dr. Michele Roberts |
| AI as a Tool for Creative Design | Jessica Jarboe | |
| 1:00 - 1:30 | Using AI to Improve Assessment and Student Learning | Dr. Alison Cheng |
| 2:30 - 4:00 | Cultivating Digital Stewardship in the CS Classroom: How to Build Student Capability in Assessable, Responsible Technical Problem-Solving | Dr. Michele Roberts |
| Humanizing Data: Empowering Youth to Find their Voices through Data Storytelling | Dr. Fred Nwanganga | |
| Session Descriptions |
| AI: Leaning into the Paradigm Shift |
| Jill Westerlund |
| The rapid popularization of AI tools, sparked by the release of ChatGPT, has exposed gaps in the integration of AI within K-12 CS education. A paradigm shift in computing education is evolving. To maintain the relevance of CS education and align with industry trends, it is crucial to equip CS teachers with AI knowledge and skills. By empowering K-12 CS teachers to effectively leverage AI tools, we can work towards reducing socioeconomic disparities, creating opportunities for diverse learners, and fostering inclusive participation in computing education across all societies, populations, and demographics. This session aims to explore these gaps by investigating these areas related to the professional practice of a CS educator. |
| Lesson Plan Efficiency: Strengthen Your Toolkit with AI Lesson Plan Generation |
| Dr. Michele Roberts |
| In this session, participants will engage in hands-on exploration of thematic, standards-based, assessment-rich AI Lesson Plan generation. |
| AI as a Tool for Creative Design |
| Jessica Jarboe |
| Participants will get an overview of AI tools that integrate design, movement, and music in the classroom. Participants will get a chance to explore these tools and discuss implementation in a Computer Science class. |
| Using AI to Improve Assessment and Student Learning |
| Dr. Alison Cheng |
|
In this session, Dr. Ying (Alison) Cheng will introduce how AI and data-driven adaptive algorithms help improve classroom assessments in terms of personalization and diagnosis of student mastery. Teachers will be able to create personalized assessments based on the concepts and skills they would like to measure, and receive diagnostic reports on each individual student's strengths and weaknesses, as well as the class-level report. She will also discuss pilot studies in real classrooms and demonstrate how personalized, diagnostic assessments help improve student learning in STEM disciplines.
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| Cultivating Digital Stewardship in the CS Classroom: How to Build Student Capability in Assessable, Responsible Technical Problem Solving |
| Dr. Michele Roberts |
| Does it work? How much did it cost? What are the consequences of adoption? What are the consequences of cancellation? Should policy be developed around your solution? In this session, participants will examine real world technical challenges and present possible considerations and solutions within measurable contexts. |
| Humanizing Data: Empowering Youth to Find their Voices through Data Storytelling |
| Dr. Fred Nwanganga |
| This session will explore practical strategies for using data storytelling as an effective gateway to teaching essential data science skills. Attendees will learn how this approach not only enhances critical thinking, creativity, and communication but also makes data science more engaging and accessible. The session will also feature examples of advanced data projects led by middle schoolers that demonstrate the impact of data storytelling in practice. |
Science
2024 Fall Conference: Lab Approaches that Build Student Skills in Data Analysis
| Morning Sessions |
| 9:00-9:30 | What Are Your Students Wondering?: Defining and Refining Your Question Focus | Katy Connolly Education Program Coordinator, Right Question Institute |
| 9:30-10:00 | Content-specific Examples of QFT Participants will dismiss to rooms by dicispline |
Jacob Bowman, AP-TIP Physics Support Specialist Melissa Burger, AP-TIP Environmental Science Support Specialist Kevin Morse, AP-TIP Chemistry Support Specialist Kristi Phillippe, AP-TIP Biology Support Specialist |
| 10:00-12:00 | Biology |
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| Brenda Royal | ||
|
Determining Phenotypic Differences in Hand Width Teachers will participate in a lab to gather data, analyze data, and work through applied statistics including standard error of the mean, and a discussion of how to lead students through the design and data gathering process of this lab. |
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| Chemistry | ||
| Michael Farabaugh | ||
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3-Part Experiment: Decomposition of Baking Soda + Calorimetry of Calcium Chloride + Precipitation of Hard Water Hands-on labs to use in the Advanced Chemistry classroom for reactions, stoichiometry, thermochemistry, & more. Connections will be made to using laboratory situations to help students with Science Practices |
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| Environmental Science | ||
| Tony Villarreal | ||
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| Physics | ||
| Jenny Podel | ||
| Understanding Free Response Questions | Discussion and activities around types of free response questions for Advanced Physics. Best practices for creating these questions and coaching tips for student success on these questions. |
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TBR Questions
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Translating Between Representations (TRB) Questions will be explored. | |
| 12:00 - 1:00: Lunch |
| Afternoon Sessions |
| Biology | ||
| Brenda Royal | ||
| 1:00-4:00 | Learning Styles in Advanced Biology | Using Advanced Biology data on behavior, teachers will work through individual vs. community learning and how this translates to classroom learning |
| Designing a Lab: Algae Bead and Brine Shrimp Research | Photosynthesis and Cellular Respiration in action, best practices in lab design, data gathering and analysis | |
| Exploring CURE | What Course-Based Undergraduate Research Experience (CURE) might look like in our classrooms | |
| Chemistry | ||
| Michael Farabaugh | ||
| 1:00-4:00 | Particle diagrams, chemical equations, Johnstone's Triangle (~ 1 hour) | How to use multiple representations to increase student understanding |
| Time to collaborate & apply to labs & your classroom (~ 30 minutes) | Teacher break-out rooms with support | |
| Using formative assessment to expose and minimize misconceptions (~ 1 hour) | Labs, worksheets, assignments, and quizzes that can help address and improve student understanding | |
| Time to collaborate & apply to your classroom (~ 30 minutes) | Teacher break-out rooms with support | |
| Environmental Science | ||
| Tony Villarreal | ||
| 1:00-4:00 | Island Biogeography Activity | Teachers will engage in labs and activities for key Advanced Environmental Science topics, gather and interpret lab data, and share best practices. A discussion on assessment will also be included. |
| Ozone Chemistry Card Sort | ||
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Assessment
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| Other Labs Rundown | ||
| Physics | ||
| Jenny Podel | ||
| 1:00-2:15 |
Qualitative/Quantitative Question
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Using a basic Physics concept, teachers will learn how to design a QQT question. |
| 2:30-4:00 | Design Your Own Lab
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Teachers will design a lab using materials sent in the conference science kit. |
| Additional Topic | Multiple Choice Design | If time allows, discussion and sharing around Physics multiple choice question design. |