AP Summer Institute — Copy

Art and Design AP Summer Institute participants will examine the rubrics and curricular requirements for the updated Drawing, 2-D, and 3-D Design portfolios. In order to write unique course syllabi, teachers will create mini portfolios to experience what will be expected of their students. Activities that inspire student inquiry, experimentation, and revision will be practiced and adapted for individual classrooms. Considering both conceptual and technical approaches to investigations, teachers will explore methods that guide students to write meaningful artist’s statements. Finally, AP Summer Institute participants will be introduced to the National College Board’s AP teacher resources and their mission to promote equity and access for all students.

Meet the Facilitator

A Chicago Public Schools teacher, Phyllis Burstein has guided students through Drawing, 2-D (including photography), and 3-D portfolios. In January 2020, she presented an AP Central Webinar, “Mini Projects Encompassing the Three Portfolios,” encouraging students to synthesize materials and processes. Her March webinar, “Process: Mini Lessons to Ignite Discovery,” focused on the process image to document and inspire experimentation and revision. Her students participated in the pilot test for the updated exam, and she has been an AP exam reader for 14 years. Student art projects that she has facilitated have been featured on PBS: Art Beat Chicago and in the Chicago Tribune.

Meet the Facilitators

Ed Braddy is currently teaching science at Saddlebrook Preparatory School in Wesley Chapel, Florida. He received an undergraduate science education degree and a master of education degree from the University of South Florida in Tampa. In addition to teaching science courses, including AP Biology, he enjoys working with other teachers while serving as an AP Biology consultant for teachers at one-day and multi-day College Board-endorsed workshops. He is a table leader at the AP Biology Exam Reading. Braddy was named Teacher of the Year while teaching at JW Mitchell High School in 2010. He has twice received the Florida West Coast Engineering Alliance IEEE Lignell Award, an award which recognizes and honors outstanding contributions by teachers of students in mathematics and science pre-college education programs. He enjoys mentoring students as they engage in science research projects. Braddy has attended science fairs with his students for many years, including the International Science and Engineering Fair.

Contact:  edbraddy@outlook.com

Dr. Kevin Niemi is the outreach program manager and director at the University of Wisconsin–Madison Institute for Biology Education and the UW Office for STEM Outreach. He is the appointed member of the the Wisconsin Department of Public Instruction Superintendent’s Science Leadership Team, President of the Wisconsin Society of Science Teachers, Member of the National Assessment Governing Board, and was a NAEP Achievement Levels-Setting panelist in 2010. He was awarded the Fulbright Senior Specialist Award in 2007.

C​ontact: kjniemi@wisc.edu

This course emphasizes a multi-representational approach to calculus with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally.  Throughout the course, participants will discuss the philosophy of AP Calculus, classroom pedagogy, classroom evaluation, the AP exam scoring, student motivation, and topics brought up by participants. The AB and BC groups will be separated to cover the specific content pertinent to each course. We will review past exams as well as the free-response questions from the current exam and multiple choice questions from the most recently released exam. Group discussions will drive much of the class. Participants will leave with many valuable resources.  The new Curriculum Framework and changes in the topics covered in both courses for the 2021-22 school year will be fully discussed.

The online Computer Science Principles course will include a combination of the following synchronous and asynchronous activities:

• Participate in live videoconferencing sessions (approximately three one-hour sessions each day)
• Watch College Board-created videos
• Explore one of the 10 different College Board-approved curricula
• Take a mock exam in pieces
• Score AP Computer Science Principles Performance Tasks
• Plan mini lessons
• Write formative assessment questions by AP topic and share with the group
• Write sample exam questions to share with the group
• Meet other participants in small groups for 30 minutes each day to talk about classroom strategies
• Post a journal response each day and comment on others’ responses
• Do one hour of coding, either alone or with a virtual partner, each day
• Plan a final project

Meet the Facilitator

Andy Kuemmel was on the first AP Computer Science Principles Test Development Committee. He has taught AP Computer Science (CS) Principles as a pilot instructor and teacher at West High School in Madison, Wisconsin, where he created his own CS Principles curriculum for students in his district. He authored several College Board documents, including a CS Principles course planning and pacing guide and a set of official practice exam solution explanations. He has served as a reader and table leader for the CS Principles reading, authored the official solutions to a College Board practice exam, and is a contributing CS Principles question writer for Educational Testing Service. Kuemmel has also worked as the College Board CS Principles teacher community moderator and as a College Board online mentor. Kuemmel led several training sessions for CS Principles Pilot Instructors and Consultants, has presented several summer institutes across the country, and has presented workshops at CSTA, SIGCSE, and the AP Annual Conference.

This micro/macro combined 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 addresses 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.

Meet the Facilitator

Martha Rush is a nationally-recognized high school economics and social studies teacher and active teaching advocate. She is Founder and CEO of NeverBore, an education consulting and content company that provides teachers and school systems with research-based curriculum and workshops that make teaching more engaging and interactive. She is also the author of Beat Boredom: Engaging Tuned-Out Teenagers (Stenhouse, 2018).

With more than 20 years of teaching experience, Martha has deep expertise in creating classroom environments that facilitate critical thinking skills as well as deep understanding of core concepts. Martha has led multiple student teams to championships and finalist positions at the National Economics Challenge, Junior Achievement 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.

Rush is the current Education Committee Chair within the Minnesota Council for Economic Education, and she holds a master’s degree in education entrepreneurship from the University of Pennsylvania School of Education, a master’s degree in history from the University of Minnesota, and a bachelor’s degree in political science from the University of Michigan.

Contact: martharush67@gmail.com

https://www.linkedin.com/in/martharush/

Twitter @MarthaSRush

Key areas to be covered in this course include: discussing the ramifications of the College Board’s Equity and Access philosophy; preparing students for the AP Language examination; using the features of the AP exam to enhance curricula; discussing strategies to approach the challenging subject of rhetorical analysis and practicing these strategies with readings; incorporating research in student writing and within the synthesis process; creating arguments based on personal knowledge and experience; using fiction in a course that, theoretically, focuses exclusively on non-fiction; and considering how to maintain “voice” when writing “formulaic-style” essays. Additionally, participants will learn about current university practices in composition, writing across the curriculum, and writing for a variety of purposes.  The session is discussion-based, and participants will be asked to share their curricula and teaching strategies. Explanations of and discussions about the major changes within the course for 2021-2022 will be included during the four days.

Meet the Fac​ilitator

Michael Knoedler is a College Board consultant who regularly presents day-long workshops and summer institutes, primarily in the Midwest. He is a retired teacher who taught both AP Language and Composition as well as AP Literature and Composition at Dodgeville High School in southwest Wisconsin. Knoedler has been a reader for the AP Language exam, and he is currently an elected official on his local school board, enjoying the view from across the table.

C​ontact: redmike50@yahoo.com

This course will help participants develop skills, strategies, assignments, and background knowledge to prepare students for the AP English Literature exam and college literature courses. Attendees will practice approaches to teaching close reading in addition to exploring a range of ways of understanding and teaching historical periods, literary genres, and styles. We will discuss different schools of thought around literary analysis that are part of the college scene today as well as creative ways for developing critical writing skills. All of this will take place in a lively context of active participation and group discussion where teachers will share and explore their experiences, challenges, and ideas.

Meet the Facilitator

Tom Reynolds is a teacher and coordinator for the English Department at Hononegah High School in Rockton, Illinois. He is also an AP consultant for the Illinois State Board of Education and an advanced educational consultant. He is a recipient of a “Those Who Excel” Award.

C​ontact: treyno@hononegah.org

The AP Environmental Science (APES) Summer Institute at UW–Madison will emphasize the new curriculum framework. We will develop an understanding of how the science practices tie together course content with skills students need to develop in order to think and act like scientists. Lab experiences will demonstrate how to spiral content throughout the course and assess both content and science practices. We will explore a variety of strategies to increase rigor while engaging students, including phenomenon-anchored learning, modeling, and I2. Participants will have a clear path for what students need to know and demonstrate to be successful on the AP exam.

Meet the Facilitator

Amy Fassler has been teaching APES in Marshfield, Wisconsin, for 14 years in addition to chemistry, biochemistry, and science research. She has served as an AP Reader, Table Leader, and Test Development Committee member. Fassler loves working with teachers, both new and experienced, to increase interest and success in their APES course. She is passionate about environmental science education and has inspired many young people to pursue careers in the field or simply become more environmentally aware citizens. Fassler teaches students with vast differences in their science background and ability levels and has seen great success with all groups. In addition to classroom teaching, she also coaches the Science Olympiad team and mentors a protein research group. She loves traveling, reading, cooking, and enjoys most outdoor pursuits!

Please contact her with any questions you have about the AP Environmental Studies Summer Institute at UW–Madison.

fasslera@marshfieldschools.org
(715) 387-8464 (work)
(715) 581-0621 (cell)

This workshop is designed for new and experienced AP Human Geography teachers. Specifically, this session will be geared toward analysis and incorporation of the New AP Human Geography Course and Exam Description for the 2021-2022 school year. Throughout the course, participants will engage in the following: syllabus/course development; covering key concepts in all seven units; developing multiple choice and free response skills including stimulus-based questions; lesson ideas; test analysis; and the use of online sources like AP Classroom. Lessons will be modeled for each of the seven units. Participants will gain access to a Canvas course with  files including PowerPoints, lesson idea, website links, and test prep materials for the AP exam.

Meet The Facilitator

Greg Sherwin has taught AP Human Geography since its origins in 2000-2001 at Stevenson High School in Chicago’s northern suburbs. In addition to teaching, he is active in the AP Human Geography community and currently mentors new human geography teachers for the Northside Independent School District in San Antonio. Furthermore, he recently coauthored Human Geography for the AP Course with Erin Fouberg, Alec Murphy, and Paul Gray (2020). Previously, he teamed up with the same writers for the 10^th and 11^th editions of Advanced Placement Study Guide for Human Geography: People, Place, and Culture.

This course introduces the systematic and scientific study of the behavior and mental processes of human beings and other animals. Included is a consideration of the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. With the National Teaching Psychology Standards at its core, participants will explore the scientific study of psychology through the seven identified domains. Content core concepts and AP Psychology test structure will be discussed with particular emphasis on the essay portion. Projects and activities that build content and the development of scientific attitudes and skills, including critical thinking, problem solving, and literacy, will be shared and developed.

Meet the Facilitator

Nancy Fenton has been teaching psychology since 2004 and currently teaches at Adlai E. Stevenson High School. She has a master’s degree in psychology and has been an AP Reader since 2008. She is the co-author of the review book, AP Psychology All Access. In 2013, she was awarded the American Psychological Association’s Teachers of Psychology in Secondary Schools (TOPSS) Excellence in Teaching Award.

C​ontact: nfenton@d125.org

The AP Physics Institute is designed to help teachers build the foundation for a successful AP Physics program. Emphasis will be placed on the rigor of the material that students need to successfully master for the AP Physics exam. A significant amount of time will be spent addressing how AP Physics is a change in not just what we teach but how we teach. Laboratory investigations will be incorporated throughout the workshop with special emphasis on transitioning your laboratory into a student-inquiry based program. We will also focus on the exam and how to best prepare your students for it. We will review the requirements for the course audit and the syllabus. Time will be allowed for best practices and for sharing ideas as a group. I am excited to share my ideas and learn from you!

Meet the Facilitator

Oather Strawderman has taught physics in Lawrence, Kansas, for the past 22 years.  He currently serves as the science department chair at Lawrence Free State High School. His teaching experience includes all forms of AP Physics. He has worked as a Question Leader, Table Leader, and Reader at the annual AP Physics Reading in June since 2012. As a result of his experience as a Reader, he has had the opportunity to be an item writer and reviewer for the AP Physics 1, 2, and C exams. As a College Board-endorsed AP Physics international consultant, he has presented day-long and week-long workshops in 31 states. Strawderman has also presented at multiple AP Annual Conferences and AAPT National Conferences. In addition, he was honored to have had the opportunity to present International Workshops in Kunming, China, and Dubai, United Arab Emirates. Strawderman is currently the co-chair of the AP Physics 2 Development Committee where he helps develop the exam and works on the preparation of the Curriculum Framework.

Strawderman can be reached at www.PhluidPhysics.com

Preliminary Workshop Schedule

Day 1

AM1 Introductions/ Agenda/MC test
AM2 CED/Pacing/Audit
PM1 Experimental Design Lab/Lab Presentations
PM2 Reading/Experimental Design FRQ

Day 2

AM1 Inquiry/Applet Investigations
AM2 TIPERs
PM1 Paragraph Length FRQ’s
PM2 Lab Reports/Challenge Labs

Day 3
AM1 Equity/AP Potential/ Success Strategies /Recruitment
AM2 Item Writing Workshop
PM1 Qualitative Quantitative Translation FRQ’s
PM2 AP Lab Manual and Hands-on Lab time

Day 4
AM1 Direct Measurement Videos
AM2 Science Practices/Labs by Units
PM1 Best Practices from Participants
PM2  Technology/Online Resources/Probeware

In addition to the listed agenda items, every session we will discuss the labs and activities I do for each unit.

What to bring:

• Your best activity, lesson, or lab to share with the group
• A laptop or tablet to access online resources and complete online activities
• Your syllabus so we can plan for the year

This AP Spanish Language and Culture workshop is for new and experienced teachers. The course guides teachers through the learning objectives, curriculum framework, and AP exam. The session will also elaborate on resources to use when teaching AP Spanish Language and Culture and new resources that have been made available by the College Board in summer 2021. Lastly, participants in the session will develop lessons/units that will be shared electronically.

Topics will include the following:

• Review the Course Exam and Description
• Assess the Equity and Access statement
• Examine the course’s Learning Objectives and ALDs
• Synthesize the course themes, organizing concepts, and essential questions
• Differentiate between cultural products, practices, and perspectives
• Select and evaluate supplemental resources
• Preview and evaluate the practice exam
• Define summative and formative assessments
• Participate in a prepared unit of instruction to model formative and summative assessments
• Prepare formative and summative assessments that can be implemented immediately
• Participate in example lessons using the new works
• Create a thematic unit or lesson for a unit
• Evaluate supplementary resources
• Reflect upon a unit of instruction
• Take the sections of the practice exam and evaluate the experience
• Select elements of the course that could be integrated into Pre-AP courses
• Share strategies for incorporating literature and culture into Pre-AP courses
• Review the syllabus development and preparation requirements

Meet the Facilitator

Jorge España has been a teacher in the West Aurora School District since 1997. He started his career in the district as a bilingual teacher at Jefferson Middle School. In 2004, he began teaching AP Spanish Language and AP Spanish Literature at West Aurora High School. España led the implementation of the AP Spanish Language and Culture and AP Spanish Literature and Culture curriculum at his current school. España has also served as a Reader and Table Leader at the AP Spanish Language and Culture reading in Cincinnati since 2008. He is a member of the AP Spanish Language and Culture Exam Development Committee. España is also an AP Spanish Language and Culture and AP Spanish Literature and Culture consultant with the College Board. He received his bachelor’s degree in history from Aurora University and his master’s degree in Spanish from Roosevelt University.

Meet the Facilitators

Tom Kuhn has been teaching at Mundelein High School in Illinois for 15 years and teaching AP U.S. Government and Politics for the past six years. He has been an AP Reader since 2006.

Contact: tkuhn@d120.org

Dr. David Canon is a professor in the department of political science at the University of Wisconsin–Madison. He is a recipient of the 2008 Chancellor’s Distinguished Teaching Award and is co-editor of Legislative Studies Quarterly. He has authored three scholarly books, including the award-winning Race, Redistricting, and Representation and has published numerous journal articles and book chapters including an introductory American government textbook, now in its third edition. Over the course of his 26 years as an educator, he has taught Introduction to American Politics to more than 10,000 students.

Contact: dcanon@polisci.wisc.edu

This course is designed to provide all high school history teachers with fresh directions in American history and pedagogical methods centered on the use of primary sources. The morning sessions consist of a graduate-level seminar dealing with recent scholarship on contemporary accounts of historical events. The afternoon practicum centers on teaching techniques. A significant portion of the Summer Institute will be dedicated to looking at the new curricular framework, themes, learning objectives, historical skills, and exam style of the reconstructed AP U.S. History course. Topics include integrating primary sources and their analysis into daily assignments, preparing students for the document-based question, structuring the syllabus around select historical themes, and improving students’ skills in research and writing.

Meet the Facilitator

Patrick Coffey is an AP U.S. History teacher at Brookfield East High School. He was selected as the Mensa Education and Research Foundation’s Distinguished Teacher of the Year in 2011.

C​ontact: coffeyp@elmbrookschools.org

Welcome AP World History teachers! Session activities and discussion will support teachers in developing pedagogy, content knowledge, and curriculum. Particular attention will be given to scoring assessments by applying rubrics and national standards. The session overview of the required aspects of the curriculum will explore the interplay of the concept outline, historical reasoning skills, disciplinary practices, and the implications for teaching. Special topics of note include methods to integrate secondary sources and efficient approaches to practice skills while students learn and engage with required content. We will, moreover, ‘geek it up’ by engaging in scholarly discourse with peers about interesting world history. Participants should bring a digital device with Wi-Fi capability and traditional supplies such as paper and writing utensil. Significant workshop materials will be distributed in a variety of digital formats including via Drop Box, Google Drive, and/or USB flash drives.

Meet the Facilitator

James Sabathne teaches AP World History and AP U.S. History at Hononegah High School in Rockton, Illinois, and works as the social studies department coordinator. He has presented at numerous conferences including five AP annual meetings, the American Historical Association annual meeting, and the Organization of American Historians Conference. His publications include Strive For A 5: Preparing for the AP World History Exam, (Bedford/St. Martin’s, 2013). He is a contributor to Robert Strayer and Eric Nelson’s Ways of the World: A Global History with Sources, 3rd Edition, (Bedford/St. Martin’s, 2016), and he co-edited the secondary anthology Past Forward: Articles from the Journal of American History Volumes I and II, (Oxford University Press, 2016). He has served as an AP U.S. History Reader, Table Leader, Exam Leader, and Question Leader since 2001, and co-chaired the College Board AP U.S. History Development Committee this year.

Contact: jsabathne@yahoo.com