Advanced Placement Summer Institute
CICERO Systems, the products and services division of the American Institute for History Education, is pleased to offer high-quality professional development for teachers of Advanced Placement courses. Our workshops are intended to help novice and experienced AP teachers. In addition, we encourage teachers of Honors classes to take advantage of this unique opportunity.
The AP summer workshops will be held Monday - Thursday, July 22-25, 2013 on the campus of Delsea Regional High School in nearby Franklinville, NJ. Accommodations will be provided a short drive from the school.
AIHE’s Advanced Placement Summer Workshops have been endorsed by the Middle States Regional Office of the College Board.
Courses Offered
The following AP courses are available:
| Course | Description | Instructor |
|---|---|---|
| AP Biology | This intensive, four-day course will focus on the newly redesigned AP Biology curriculum. Primary topics to be discussed will be the integration of the Four Big Ideas and the Seven Science Practices into the teachers’ existing curriculum. The lab component will focus on inquiry and labs from the CollegeBoard’s new lab manual. Additional topics will include the AP audit, and the integration of biotechnology, experimental design and technology into the AP Biology course; including how to use TI-84 graphing calculators with CBLs in some of the labs. Participants will learn how to prep the labs, to perform the labs and how to analyze the results. Biotechnology labs that may be included are BioRad’s, pGLO transformation lab and gel electrophoresis. Additionally, curriculum issues such as essay grading, testing, the Internet, technology and review techniques will be examined. | Mary Jane Davis |
| AP Calculus | This course in single-variable calculus includes techniques and applications of the derivative, the definite integral and the fundamental theorem of calculus. It is equivalent to at least a semester of calculus at most colleges and universities, perhaps a year of calculus at some. Algebraic, numerical and graphical representations are emphasized throughout the course. Access to a graphing calculator is necessary. Prerequisites for the student include two years of algebra and a year of geometry, plus a strong grounding in elementary functions and their graphs, including trigonometry, usually gained in an additional course called Pre-Calculus or College Algebra. | Linda Agreen |
| AP Chemistry | This course is designed to assist AP teachers in building the foundations for success in teaching AP Chemistry. Emphasis will be placed on the rigor of the material that students need to be successful on the AP Chemistry exam. An emphasis will be placed on the new curriculum framework and its implementation in your classroom. We will review the requirements on the course audit and the syllabus requirements. Time will be allowed for best practices and for sharing ideas as a group. Laboratory investigations will be incorporated with the discussion of the theory, with special emphasis on student-inquiry labs. Limited Scholarships Available! Click HERE to apply! | |
| AP English Language and Composition | This workshop will address the primary goals of the AP English Language and Composition course providing an introduction to and an in-depth examination of the curriculum and exam. Participants will work with essay questions from each of the three free-response essays including a close look at the Scoring Guide (rubric) and the samples. Time will be allotted for individual scoring of the essays and small- and large-group discussions about the scoring of samples. Part of the workshop will be allotted to examining the multiple-choice (Section A) part of the exam. Strategies will be identified, discussed, and tested to apply in the AP Language and Composition classroom for each of the skills addressed in the course curriculum. These strategies will address specific pedagogical approaches to teaching the course including team-based learning. Further, strategies will focus on involving students in formulating prompts, determining appropriate texts to support prompt requirements, and practicing the tasks associated with the exam. Ample time will be devoted to supported development of a course syllabi and opportunities for exchanging best practices will be featured. Participants can expect both class work, homework, and in-class assessments as part of their rigorous and results-driven experience. | Donald Stoll |
| AP English Literature and Composition | Participants in this institute will work together and explore a variety of teaching strategies and approaches proven effective in teaching students the goals and objectives shared by teachers of AP* English literature which include confidence and facility with language; skill in critical reading, writing, and thinking; and success in academic endeavors. The institute is based on the premise that the exam measures skills that students need in order to be successful in college. Therefore, by preparing students for that exam in an engaging and challenging community of discourse we in turn provide them with the skills necessary for success on the exam and in college. This institute will ask participants to actively engage in activities designed to demonstrate specific instructional approaches that have proven effective in preparing students to perform well on AP* Exam in English Literature and Composition. | Robert Eck |
| AP Environmental Science | Participants will walk away with labs, activities, lessons and field studies that they can do with their students in AP Environmental Science. Lab topics include tragedy of the commons, soil testing, thermal pollution, organic pollutants, water issues, biodiversity and endangered species, pesticide use and its effects, population studies and sewage treatment. Topics will include the following: Terrestrial Ecology; Earth Science; Aquatic Ecology; Human Population Studies; Biodiversity and Endangered Species; Nonrenewable Resources and Energy; Soil; Water Quality Issues; Air and the Atmosphere; Pesticides; Meteorology; Marine Ecology; Waste Management | |
| AP European History | This course will focus on implementing the course content, strategies and materials needed for successfully analyzing European history in Social, Political, Economic, Cultural ways. Participants will work with test materials and other resources to maximize their teaching and student success. | Shayne O'Connell |
| AP French Language and Culture | This course welcomes new and experienced AP French teachers. During the week, we will examine all aspects of the new format of the Advanced Placement French Language & Culture examination. Each day we will focus on topics related to the attainment of the four skills: listening, speaking, reading, writing. We will look at questions such as: How do we get students speaking? How do we get them to write fluently and accurately? Which activities promote the enjoyment of reading as well as increase vocabulary and fluency? How can songs, movies and the Internet help to improve listening skills and hook student interest? What alternatives are there to pen and paper assessments? What teaching strategies will enhance students’ second language acquisition and higher order thinking skills? | Kately Demougeot |
| AP Government and Politics - U.S. | The workshop provides participants an overview of the basic structure and content necessary for the Advanced Placement course in US Government and Politics. Participants will focus on the development of a course outline and syllabus related to their specific objectives. Emphasis will be placed on teaching strategies, learning activities and exam preparation. An analysis of AP examinations, including the most recent exam, will be included as well as the process and standards established for the grading of the exams. Participants will gain a clear understanding of the fundamentals of US Government and Politics and the creation of an AP course curriculum. | Kathleen Hauger |
| Pre-AP Professional Development for English | This Pre-AP English workshop will provide teachers with theory and practical approaches for preparing students grades six through eleven for a rich and challenging English curriculum. The concept of an English Vertical Team will be introduced. Participants will review and practice various strategies for teaching close reading, literary analysis, rhetorical analysis, and essay writing appropriate for various levels and the needs of their students. They will learn to modify and write essay topics and rubrics and consider multiple-choice questions. Participants will gain a basic understanding of the AP English Language and Composition and the AP Literature and Composition courses to inform their curriculum development. | Cheryl Petersohn |
| Pre-AP Professional Development for History and the Social Sciences | Teachers will be introduced to a variety of strategies which will improve the critical reading, writing and thinking skills of their students, particularly in history and geography courses. Such strategies include (but are not limited to) developing a hierarchy of questions to guide inquiry and research; interpreting, analyzing and evaluating primary sources; interpreting and using material presented in graphic format; and communicating the results of research in a format appropriate to chosen audience and purpose. Attention will be given to the scaffolding of skills and participants will be given the opportunity to work in small groups or individually to develop a lesson for use in their own classroom. Participants should plan on bringing the textbook used in their own classroom as a reference. | Geri Hastings |
| Pre-AP Professional Development for Mathematics | This course will include activities and experiences in the strands that set the foundation for AP Calculus and AP Statistics. Some of the topics covered include: rate of change, accumulation, functions, assessments, data gathering, and probability. Students will write activities based on published AP Calculus exam questions. Wherever possible, we will employ the “Rule of Four” — that is, looking at a problem verbally, analytically, numerically, and graphically. Sometimes there will be a physical representation as well. The concept of “vertical teams” will also be explored as a means to create an efficient curriculum plan to prepare students for AP Calculus and AP Statistics. | Vernon "Ted" Gott |
| Pre-AP Professional Development for Science | This interactive workshop supports middle and high school teachers in designing integrated, theme-based instruction to prepare students for AP science courses. The strategies, activities and discussions in this workshop will help teachers identify concepts that extend across all science subjects. Through the implementation and clear articulation of concrete strategies, participants will gain a deeper understanding of the skills and knowledge students need at the Pre-AP level. | Bob Morgan |
| AP Spanish Language and Culture Statistics | The AP Spanish Language Institute will train both experienced and new AP Spanish teachers to prepare their students for the AP exam. A detailed study of the AP Spanish Language examination includes how the test is graded, how a successful course is organized, and ideas for developing and implementing a relevant syllabus. Participants will engage in the development of both teaching strategies and materials to use in their classes: activities within a cultural context, methods to integrate authentic materials, approaches to improve and integrate skills (writing, reading, speaking, and listening), and the use of technology and internet resources. Participants will also have the opportunity to share best practices, analyze speaking and writing rubrics, and how to incorporate technology and the language lab into an AP Spanish Language program. Limited Scholarships Available! Click HERE to apply! | Maria Vasquez-Mauricio |
| AP Statistics | The AP Statistics workshop is an intensive program that will provide an overview of statistical ideas and concepts and give valuable resources and instructional strategies for teaching AP Statistics. We will cover the four principal areas of the AP Curriculum: Exploratory Analysis, Data Collection, Probability, and Statistical Inference. Participants will be given instruction on content, classroom activities, teaching strategies, time management, uses of technology, review for the exam, cumulative projects, and exposure to previous AP questions, concentrating on how the 2012 AP exam was graded. There will be a discussion of AP goals, resources, and equity issues, the course audit, and recommended textbooks. This workshop will be valuable not only to teachers planning to teach or already teaching AP Statistics, but also to Pre-AP teachers who through vertical teaming can help prepare and encourage students to take AP Statistics. | Kenn Pendleton |
| AP United States History | This course will provide an overview of the course content, the structure and expectation of the United States History exam – which include the Document Based Questions and the Free Response Questions, as well as teaching strategies geared toward student success. Teachers will look at exam scoring and other valuable component of the course. | James B Riddle |
| 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 first implemented in 2012 and what this will mean for our instruction. Information from the June 2013 AP reading will be discussed, including hands on experience with the redesigned essays. | Branden Stuart Schield |
All teachers will receive a certificate for 30 hours of College Board approved instruction. In addition, all New Jersey teachers will receive 30 professional development hours from the American Institute for History Education as a state-approved vendor.
All instructors are certified by the College Board and also serve as Readers for the AP Test in their subject area.
Registration
Final Registration Deadline is Friday, July 5, 2013
Class Schedule (* includes continental breakfast and onsite lunch for all participants)
| Monday - Thursday | 8 a.m. to 4:30 p.m. |
Tuition Options
| Resident Participant | $1,245 | This includes lodging and meals (three meals for each full day). |
| Commuting Participant | $845 | This includes continental breakfast and lunch each day. |
| Resident Participant Travel Included | $2,500 | This includes all housing and meals but works well for those traveling from far distances that would include a flight or train. AIHE will handle all travel and transport in addition to everything that is offered above. |
| Graduate Credit Option | $675 | Receive 3 Graduate Credits from Ashland University after submitting an assignment to be determined by course. Instructions on registration will be provided at the Summer Institute. |
Price includes all resources, including any handouts, books and pamphlets, provided by the instructor or the College Board.
Attendance Requirement
Participants must attend the entire course, Monday through Thursday, in order to earn a certificate and 30 professional development hours.
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