Wilkes University

Courses

AP Summer Institute Courses

BIO 498. THE TEACHING OF AP BIOLOGY 
Whether a teacher is just beginning to teach an AP Biology course or has taught the course for years, the week will strive to build confidence in the AP Biology teachers who attend this workshop.


The course will provide information and experiences on how to teach both the curriculum and laboratory components of the course pairing these with the curriculum framework especially the learning objectives. Activities to support an understanding of the revised structure and redesign of the AP Biology Framework will be a major part of this summer institute. There will be instruction on how to prepare an audit based on the new curriculum framework for new teachers to the course. Teachers will be introduced to the inquiry based laboratory investigations in the AP Biology Student Laboratory Manual. Activities and strategies to support inquiry-based learning will be presented along with discussion as to how to organize the course in order to have time to "make it through the curriculum" and conduct inquiry lab investigations.


The design of the AP Biology Exam and the importance of how to take the test based on experience with the grading process will be presented and discussed. We will review, analyze and discuss some of the multiple choice and free response questions from the 2018 exam. Teachers will learn methods to better prepare their students for writing the free response portion of the exam.

Maureen Nosal has been a reader, Table and Question Leader at the AP Reading for over 20 years. Maureen serves as a consultant for College Board presenting AP workshops and Summer Institutes throughout the world. She is also an adjunct professor at The College of New Jersey in the Biology and Education Departments.

 



MTH 498. THE TEACHING OF CALCULUS (AB)
The Wilkes University Advanced Placement Institute in Calculus provides a detailed analysis of the Advanced Placement Calculus course (AB level) including the recent revisions made to the calculus program.  The AP calculus program requires teachers and students to work at a high academic level and encourages students to think as mathematicians.  The weeklong program will examine ways to do this.  We will look at the big ideas of calculus and the enduring understandings, the learning objectives, and the essential knowledge our students must obtain.  We will look at what topics must be taught and how the topics may be taught.

Michael White joins our Summer Institute with a background of more than 35 years in public education and over 15 years presenting at AP Summer Institutes. White retired from the Pennridge School District, Perkasie PA and presently serves as an adjunct professor at DeSales University, Center Valley PA in both the Mathematics/Computer Science and Education departments.  White has been a consultant for the College Board for almost 25 years.  He has graded AP Exams as a table leader and a question leader and a member of the AP Calculus Development committee.



CHM 498. THE TEACHING OF AP CHEMISTRY
AP CHEMISTRY APSI

AP* Chemistry provides beginning and experienced AP* Chemistry teachers with an understanding of the redesigned curriculum of 2014, its big ideas and learning objectives, and exclusions and additions.  To fulfill the Audit requirement, ways to organize course work for the first time or to make modifications to an existing framework are addressed.  Insights from the chief reader in student performance and ways to help students improve on a recent exam are given. Discussions are geared towards activities and techniques to help prepare students well for the AP* exam.  Special emphasis is placed on modeling the concept of inquiry in the classroom as well as in the lab setting.  Methods to incorporate and administer inquiry lab activities efficiently and to modify traditional labs to a more inquiry nature are examined through collaborative hands-on lab work and discussions throughout the week.  Content topics of interest are reviewed via solving problems of past AP exams.  Participants also prepare an activity or resource to share.

Topics/events during the week include any of the following as needed by the participants and as time permits:

·         Establishing an AP*-level course; introduction to the AP* Chemistry curriculum and exam

 

·         Developing an AP* Chemistry calendar/timeline and a syllabus for Audit approval

·        Performing inquiry labs, some of which are from the new College Board lab manual, and developing inquiry learning activities for classroom use

 
·        Understanding the strategies and conceptual knowledge necessary for success on the AP* Exam

·         Working on practice exams, scoring past exams, and reviewing student papers

 

·         Gaining a deeper understanding of major topics from the AP* curriculum—Photoelectron Spectroscopy (PES) to elucidate atomic structure, Equilibrium, Thermochemistry, Kinetics, Electrochemistry, and Bonding — addressed via exam questions and problems, with ideas for related lab/demos.

·       Sharing of a "best practice" activity or resource by participants

 The course will be taught by Coretta Tam, PhD.

 



 ENGA 498. THE TEACHING OF AP ENGLISH


AP English Literature and Composition is a skills course, and reading, writing, and thinking skills at the highest level are the heart of this challenging English program. This Summer Institute is designed to present AP English Literature teachers with practical strategies to develop these skills in their students. Participants will identify the skills necessary for success in AP Literature through an examination of the AP English Literature exam and the scoring of sample responses. Once the skills are identified, the focus of this hands-on workshop will be the presentation, modeling, and practical application of strategies to teach close reading, analysis, questioning, grammar, rhetoric, and writing. All strategies are adaptable to any material currently in use in the participant's curriculum.
The course will be taught by Cheryl Petersohn.

 



GES 498. THE TEACHING OF AP ENVIRONMENTAL SCIENCE

In this session, participants will learn about the development and grading of the AP test, discuss and evaluate teaching resources, and experience several different kinds of lessons and student-centered experiences. Wilkes University is an ideal location for this workshop, since there are excellent lab facilities and a number of interesting field trip locations nearby, including a culm-burning electrical generating plant, a state-of-the-art sewer plant, interesting sites for a soil workshop, and a nearby hydrofracking site. Participants will ultimately draft a comprehensive syllabus for a year-long AP Environmental Science course. Much of the week will be spent in the field and in the lab, so that participants leave with a multitude of hands-on activities meant to facilitate student learning and develop critical analysis and problem solving abilities, fundamental skills necessary for this course. Through designing experiments, engaging in inquiry-based activities, and collecting data in the field, students will understand how the process of science works. Hands-on activities rather than lecture are the emphasis, and workshop activities will focus on resources available in every community; cemeteries, power plants, fields, forests, ponds, and school campuses are all rich resources of inquiry-based projects. This course is appropriate for both new and experienced AP teachers.

Jeanne Kaidy currently teaches biology and AP Environmental Science at McQuaid Jesuit in Rochester NY, and has taught environmental science as an adjunct at Monroe Community College, also in Rochester, NY. She has taught APES since 1999, and became as an exam reader in 2003. She has served as a College Board Consultant since 2006, and has also served as a Consultant Coach and Mentor. Jeanne earned a B.S. in Biology from SUNY Brockport, and an M.S. in science education from Nazareth College.

Jeanne is the Subject Matter Expert, Consultant, and Contributing Author for Investigating the Environment for AP©, 1st edition (2019), by G. Tyler Miller and Scott Spoolman, an Advanced Placement high school textbook. Jeanne is also the author of the Teacher's Edition annotated notes and the Teacher Resource Guide to accompany text, containing many original projects and classroom activities that focus on inquiry and the interrelationships found within environmental science.

Jeanne has worked for several years as a mentor for the New Teacher Center, working one-on-one with new science teachers around the country, and has conducted research in her biology classroom for the National Science Foundation. Jeanne received the Presidential Award for Excellence in Math and Science Teaching in 2009, and served as a review panelist, critiquing nominee's applications and recommending finalists for the award in 2015 and 2016.


 

PHY 498B. THE TEACHING OF AP PHYSICS
AP Physics 1

The course will be taught by Nancy Moreau, a National Board Certified Physics teacher, who has taught AP Physics in the high school for over 20 years. Dr. Moreau is currently a professor at Northampton Community College.


 

PHY 498B. THE TEACHING OF AP PHYSICS
AP Physics C

AP C Mechanics and AP C Electricity and Magnetism

In this workshop, participants will strengthen their understanding of the content of AP* Physics C curriculum and familiarize themselves with teaching techniques that have been designed to increase student understanding through inquiry lab practices and problem solving. The content coverage is flexible according to participant need with emphasis on topics which are more difficult to teach and more challenging for the students to learn. This will likely include in mechanics: rotation (rotational inertia, torque, angular momentum, etc.) and oscillation, and in E & M: Gauss's Law, Ampere's Law, Biot-Savart Law, and Induction. The consultant will share an extensive set of AP problems, quizzes, tests, labs, and other materials. Participants will learn content with an emphasis on what is difficult for students; become familiar with College Board expectations of students and teachers; author their own AP-style questions and rubrics; practice a set of guided inquiry labs (including low-tech options and labs for rotation); investigate teaching resources developed from Physics Education Research; work collaboratively to share and practice new strategies that maximize student understanding. Participants should bring: Laptop (a USB or other external drive may be helpful); Labs, demonstrations, or teaching tips to share (optional).

The course will be taught by Jesus Hernandez.


MTH 498B. THE TEACHING OF STATISTICS

Each of the four major content areas will be included in this workshop – exploratory data analysis, experimental design/surveys, probability/simulations and statistical inference. By the end of the workshop, new teachers will have a broad understanding of AP Statistics course content and experienced teachers will refine their previous understanding. All teachers will gain practical teaching knowledge, including strategies for teaching specific concepts and how to appropriately use technology. Participants are encouraged to bring a TI-83/TI-84 (or similar) graphing calculator. A laptop computer is not necessary, but may be useful for reviewing various online resources.

The format of the AP Statistics exam will be reviewed along with ways to create unit assessments that mimic the AP exam. AP Statistics Free Response questions, scoring guidelines and sample student solutions will be reviewed in detail along with common student errors and misconceptions. Suggested resources, ideas for projects and test prep recommendations will round out the workshop. Participants will have ample opportunity to collaborate, ask questions and wrestle with the big ideas of AP Statistics.

Day 1 – Intro to the Exam, Teaching Resources, Exploratory Data Analysis & Experimental Design/Surveys
Day 2 – Probability and Simulation, More on Experimental Design, The Central Limit Theorem
Day 3 – The Investigative Task, Inference – Confidence Intervals and Hypothesis Testing for Means and Proportions (One and Two Sample)
Day 4 – Inference for Regression, Hypothesis Tests involving

The course will be taught by Leigh Nataro.

 


HSTA 498. THE TEACHING OF AP US HISTORY

This session will inform teachers of the latest changes (as of summer 2018) in the redesigned AP U.S. History Exam. It will review techniques for dealing successfully with the new multiple choice and essay questions, as well as for the revised Document-based Question (DBQ) and Free Response Essay. The new Themes, Historical Thinking Skills, and Rubrics, along with the Curriculum Framework will be major areas of discussion in the sessions. Both content and methodology will be emphasized throughout the course. This course provides the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States history, teaching students to assess historical materials and weigh the evidence. The course develops the skills to reach conclusions on the basis of informed judgment and to present reasons and evidence clearly and persuasively in essay format. Many new teaching techniques and materials will also be examined and demonstrated.

The course will be taught by Paul Dickler. Dr. Paul Dickler is the Associate Director of the Wachman Center at The Foreign Policy Research Institute in Philadelphia. He is a retired professor/teacher from the University of Pennsylvania and Neshaminy High School. He taught Advanced Placement History for more than 25 years and remains a consultant for the College Board after 29 years. Dickler consults for several organizations including the Transatlantic Outreach Program, The European Union, and several school districts. He lives in Pennsylvania and has a farm in Wisconsin. He teaches at several colleges/universities, part time. He has received numerous teaching awards as well as national grants, and he leads teacher study tours in Asia. He has been published in Orbis and several other journals. Dickler received his Bachelors Degree from Wharton and his Masters and Doctorate Degrees also from The University of Pennsylvania.

 


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