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AP Summer Institute

May 1, 2020 Update: AP Summer Institute is now online!

We are excited to announce that the College Board has approved our request to move our AP Summer Institute courses online to keep our attendees safe in light of COVID-19. Please see details below regarding our online institute!

Even though we’re virtual, sessions will still be following the schedule outlined below. Instruction will be provided with a mix of synchronous and asynchronous methods, providing the same content and opportunities to connect with facilitators, colleagues, and guest presenters from UW-Madison and beyond.

Important AP program information and updates can be found at CollegeBoard’s COVID-19 Updates page. The College Board is developing resources to help schools support AP Students during extended closures.

Week One: June 22-25, 2020

Biology | Calculus AB & BC
Economics | English Language
English Literature | Environmental Science
Physics | Psychology
US Government| US History
World History

Registration is closed.

Week Two: June 29-July 2, 2020

Art & Design
Computer Science Principles
Human Geography
Spanish Language & Culture

Registration is closed.

Overview

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Overview

Hosted by the University of Wisconsin-Madison, this Advanced Placement (AP) Summer Institute offers a unique learning experience for teachers interested in expanding their knowledge of AP course content, structure, and methodology. Learn from experienced AP consultants and UW-Madison faculty members who are dedicated to improving student achievement by providing teachers with valuable tools and strategies for their classrooms.

NEW! This year, we will be offering the AP Summer Institute online only. 

2019-20 Changes to AP

The College Board announced a number of changes coming to AP courses in the 2019-20 academic year. APSI courses will include the ways in which each subject will address how these new resources and procedures can be implemented in classrooms.

Registration

 Registration: $675 | Credit Registration: $825

Registration includes online access to the course, and all hard-copy materials shipped directly to you.

Attendees who register for credit are eligible to earn two graduate level credits as a result of the work completed during the APSI. Credits will appear on a UW-Madison transcript. Requirements for additional work outside of class vary by course. All coursework will be completed by July 15th.

Please use the red “Register Now” buttons located above to register. You will be redirected to a Cvent site and asked to create an account.

Schedule

Schedules will vary by course, generally days will begin at 8:30a and end at 3:00p.

Even though we’re virtual, sessions will still be following this schedule. Instruction will be provided with a mix of synchronous and asynchronous methods, providing the same content and opportunities to connect with faculty, instructors, and colleagues.

A detailed agenda will be provided with your Canvas access, highlighting exactly when you’ll need to be logged on throughout the day.

Benefits of a virtual AP Summer Institute

More flexibility
You now have more control on where and when you complete assignments. Although attendance is required in live sessions throughout each day, you’ll be able to complete the rest of the work on your own schedule.

No more travel expenses
Parking, lodging, and other travel expenses are no longer required to receive this training.

New ways to connect
Access to Canvas course chat and video conference room – allowing you to connect with colleagues at your convenience throughout the session.

Central location for online resources
You will have access to a convenient and extensive library of resources all in one place!

Flexible payment terms
UW-Madison APSI allows you to register with the option to defer payment until August 30, 2020.

Refund and Cancellation Policies

Refund Policy
If you have registered for the institute and cancel 30 days or more before the event starts you will receive a full refund of the registration amount minus a $50 administrative fee.  If you cancel less than 30 days in advance of the institute there will be no refund. Please contact PLACE Conference and Event Services for more information.

Cancellation Policy
We reserve the right to cancel a course if enrollment is insufficient. Courses with insufficient enrollment will be cancelled no later than 21 days before the start date. All participants and schools will be notified if a course is cancelled. Participants registered in a cancelled course will receive a full refund. The reimbursement will be issued to the individual or school who paid the registration fee.

Course Information

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Art & Design

Art and Design APSI 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, APSI 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 School teacher, Phyllis Burstein has guided students through Drawing, 2-D (including photography), and 3-D portfolios. January 2020, she presented an AP Central Webinar “Mini Projects Encompassing the 3 Portfolios” encouraging students to synthesize materials and processes. Her March webinar, “Process: Mini Lessons to Ignite Discovery” focuses 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 she has facilitated have been featured on PBS: Art Beat Chicago and in the Chicago Tribune.

Biology

The 2020 online University of Wisconsin Madison Biology APSI will take an in-depth look at the AP Biology Course and Exam Description (CED) to review its content, how it is organized, and how science practices can be utilized to fully plan instruction.    Participants will see how the course focuses on building conceptual understandings by teaching eight units which link learning objectives to essential biological knowledge statements, all contextualized around four Big Ideas.  This information will provide a basis for developing a course syllabus, a plan for assessment, and a pacing calendar.  Efforts are being made to plan engaging activities that will provide practice at applying biology content and science practice.  Realizing limitations to the online approach, laboratory work is being planned to the extent possible.  Participants will have opportunities to peruse College Board resources, including AP Classroom.  Through practice, sharing, discussions, and modeling, participants will learn effective strategies to successfully teach and assess student learning in AP Biology. 
 

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.  Mr. 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.  Mr. Braddy has attended science fairs with his students for many years, including the International Science and Engineering Fair.

Email:  edbraddy@outlook.com

Dr. Kevin Niemi is the Outreach Program Manager III and Director at UW-Madison Institute for Biology Education and UW Office for STEM Outreach. He is the appointed member of WI DPI Superintendent’s Science Leadership Team, President of Wisconsin Society of Science Teachers, National Assessment Governing Board, and the NAEP Achievement Levels-Setting panelist in 2010. He was awarded the Fulbright Senior Specialist Award in 2007.

C​ontact: kjniemi@wisc.edu

Calculus AB/BC

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 be the 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 recent released exam.  Class 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 2017-18 school year will be fully discussed.

Meet the Facilitator

Mike Campbell teaches at Glenbrook North High School in Northbrook, IL. He has been teaching Calculus since 1996 and has been an AP® Grader since 2005. Mike has been lucky enough to have graded the operational, international, and alternate exams throughout the years. He has won various teaching awards and has become a consultant for the AP® exam. He is passionate about helping other teachers help their students to be the best they can be.

Computer Science Principles

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

– live videoconferencing sessions (approx. 3 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 CSP Performance Tasks
– plan mini lessons
– write formative assessment questions by AP Topic, 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® CS Principles Test Development Committee. He has taught AP® CS Principles as a Pilot Instructor and teacher at West High School in Madison, Wisconsin, where he created his own CSP 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 ETS. Andy also has worked as the College Board CS Principles Teacher Community Moderator and as a College Board Online Mentor.  Andy 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.

Economics

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 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.

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 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, 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.

Contact: martharush67@gmail.com

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

Twitter @MarthaSRush

English Language and Composition

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; 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 2019-2020 will be included during the four days.

Meet the Fac​ilitators

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 and Literature and Composition at Dodgeville High School in southwest Wisconsin.  He has been a reader for the AP Language exam.  He is currently an elected official on his local school board, enjoying the view from across the table.

C​ontact: redmike50@yahoo.com

English Literature and Compostion

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, as well as explore 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, IL. He is also an AP consultant for the Illinois State Board of Education and an advanced Ed consultant.  He is a recipient of “Those Who Excel” Award.

C​ontact: treyno@hononegah.org

Environmental Science

I have been teaching AP Environmental Science in Marshfield, Wisconsin for 14 years, in addition to chemistry, biochemistry and science research. I have served as an AP Reader, Table Leader, and Test Development Committee member. I love working with teachers, both new and experienced, to increase interest and success in their APES course.  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 mentor a protein research group. I love traveling, reading, cooking, and enjoy most outdoor pursuits!

The Summer Institute for APES 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 more successful on the AP exam.

Please contact me with any questions you have about the APES at UW Madison!

Amy Fassler

fasslera@marshfieldschools.org

715-387-8464 (work)

715-581-0621 (cell)

Human Geography

This workshop is designed for new and experienced AP® Human Geography teachers. Specifically, this session will be geared towards analysis and incorporation of the New AP® Human Geography Course and Exam Description for the 2020-2021 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

Mr. Greg Sherwin has taught AP® Human Geography from its origins in 2000-2001 at Stevenson High School in Chicago’s northern suburbs. In addition to teaching, he is active in 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 (March 2020).  Previously, he teamed up with the same writers for the 10th and 11th editions of Advanced Placement Study Guide for Human Geography: People, Place and Culture.

Psychology

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 Associations’ Teachers of Psychology on Secondary Schools (TOPSS) Excellence in Teaching Award.

C​ontact: nfenton@d125.org

Physics

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 be successful with on 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 best to prepare your students for it.  We will review the requirements for the course audit and the syllabus requirements.  Time will be allowed for best practices and for sharing ideas as a group.  I am excited to both 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 daylong and week-long workshops in 31 states.  He has also presented at multiple AP Annual Conferences and AAPT National Conferences.  In addition, Oather was honored to have had the opportunity to present International Workshops in Kunming China and Dubai United Arab Emirates.  Oather 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.

Oather 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:

  • Please bring copies of your best activity, lesson or lab to share with the group.
  • Also, please bring a laptop or tablet to access online resources and complete online activities.
  • Bring your syllabus so we can plan for the year.

 

Spanish Language and Culture

This AP Spanish Language & Culture workshop is for new and experienced teachers.  The course guides teachers through the course learning objectives, curriculum framework, and AP exam.  The session will also elaborate on resources to use when teaching the course and new resources that have been made available by the College Board, Summer 2019. 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 the 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. Jorge led the implementation of the AP Spanish Language and Culture and AP Spanish Literature and Culture curriculum at his current school.  Jorge 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. Jorge 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.

U.S. Government

Meet the Facilitators

Tom Kuhn has been teaching at Mundelein High School (IL) for 15 years and teaching AP U.S. Government and Politics for the past 6 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 in numerous journal articles and book chapters including an introductory American government textbook (in its third edition). In the course of his 26 years as an educator, he has taught Introduction of American Politics to more than 10,000 students.

Contact: dcanon@polisci.wisc.edu

U.S. History

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 towards looking at the new curricular framework, themes, learning objectives, historical skills, and exam style of the reconstructed AP US history class. 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

World History

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 how to score assessments 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’ engaging in scholarly discourse with peers about interesting world history. Participants should bring a digital device with WiFi 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 Sabanthe teaches AP World History and AP U.S. History at Hononegah H.S. in Rockton, Illinois, and works as the Social Studies Department coordinator. He 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 Ed, (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 as recently as this year Co-Chaired the College Board AP U.S. History Development Committee.

Contact: jsabathne@yahoo.com

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