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Breiseth Hall • (570) 408-5615 (T) • (570) 408-7912 (F) • Email

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 classroom and laboratory components of an AP Biology course. Activities to support an understanding of the revised structure and design 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 new and re-vamped laboratory investigations in the AP Biology Student Laboratory Manual. In addition, activities and strategies to support inquiry-based learning will be presented along discuss how to organize the course in order to have time to present the material to the students as well as to conduct the laboratory investigations.
The nature of the AP Biology Exam and the importance of the grading process will be presented. A review and discussion of the free response questions from the 2014 Exam will also be included. Teachers will learn methods to better prepare their students for writing the answers to the free response portion of the AP Exam.

Maureen Nosal has been an AP Biology Exam Reader and Table Leader for 16 years and has served as a consultant for College Board in presenting AP workshops and AP summer institutes throughout the country.

The Wilkes University Advanced Placement Institute in Mathematics will provide a detailed analysis of the Advanced Placement course outline Calculus AB. If time permits, participants will also explore topics covered in the BC course outline. Participants will review topics studied and will explore ways these topics may be taught. Participants will learn how to incorporate technology into their own particular course with special emphasis given to teaching strategies for difficult topics in the AP syllabus. Applicable time lines, textbooks and lesson plans will be discussed in detail. The Advanced Placement examination in calculus and its grading will also be discussed including an in-depth analysis of scoring standards and the actual grading of some previous AP examinations.

Michael White joins our Summer Institute with a background of more than 35 years in public education. White teaches in the Pennridge School District. Pennridge is located in Bucks County approximately 30 miles north of Philadelphia. White has served the College Board and the Educational Testing Service as a reader, table leader and question leader at the grading of the AP exam and has served as a member of the test development committee. White currently serves as a National Leader for the College Board. White is married and has two children. In his spare time, he enjoys traveling and seeing Broadway shows.


AP* Chemistry will provide beginning and experienced AP* Chemistry teachers with an understanding of the redesign of the curriculum, its big ideas and learning objectives, and exclusions and additions.  Suggestions for organizing course work for the first time and/or making modifications to an existing framework will be discussed.  Participants will have the opportunity to work both individually and collaboratively on hands-on lab activities/experiments as well as in problem-solving sessions.  Special emphasis will be on modeling the concept of inquiry in the classroom as well as in the lab setting.  Participants are encouraged to bring their laptops, if available.  Other materials to be brought to the institute should include a calculator, a pair of goggles, and 25 copies of a handout of Best Practice.  The Best Practice can be a demo, lab experiment, inquiry activity, worksheet, test, or anything for use in the classroom/lab.  Free textbooks, handout materials, as well as materials from the College Board will be distributed, so participants are encouraged to bring a backpack or rolling suitcase to move the materials.  Consultant-generated electronic files can be distributed to those who bring a working flash drive.  A sweater or light jacket may also be useful.

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

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


·         For new teachers: establishing an AP*-level lab program; introduction to the AP* Chemistry curriculum and exam


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


·         Working on practice exams with the new format


·         Scoring past exams and reviewing student papers


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


·         Gaining a deeper understanding of major topics from the AP* curriculum—Equilibrium, Thermochemistry, Kinetics, Electrochemistry, Atomic Theory (including the new topic PES), and Bonding — addressed via exam questions and problems, with ideas for related lab/demos.


The course will be taught by Coretta Tam.


AP-English Literature and Composition will emphasize the construction and organization of AP curricula, the sharing of materials, teaching strategies, activities and ideas, careful textual study, the use of critical thinking skills, effective techniques for teaching writing about literature, and teacher methodology. The Wilkes University Writing Lab will be available.

The course will be taught by Patricia Maida.


AP Physics B, AP Physics C, Physics 1 and Physics 2 Workshop
Presently, high schools are running AP B Physics or AP C Physics or both. AP B Physics will cease to exist after the 2013/2014 AP B Physics Exam that will be administered in May of 2014. AP B Physics will be split into two new AP Courses, Physics 1 and Physics 2 and they will be up and running high school Physics classrooms starting in the fall of the 2014/2015 school year. Physics 1 and Physics 2 will have totally different formats than the present AP Physics B program. The laboratory experience like the Physics 1 Exam and the Physics 2 Exam will be totally new in scope and structure.
The focal points of this workshop are to look at the present structure and grading of the AP B and C Exams and how they relate to you and your students. The AP C Physics program will not change. Another of our focal points is to learn to parallel your exams to the AP Exams by writing multiple-choice questions and free-response problems comparable to those students encounter on the present AP Physics B and C Exams and how they can be modified to the new testing format for the Physics 1 and Physics 2 Exams targeted for May of 2015. The final objective for the week will be to design and write AP Physics-level laboratory experiments suitable for your program and your students and how they can be adapted to fit the new Physics 1 and Physics 2 laboratory program.

The course will be taught by G. Patrick Zober.

The goal of this intensive week-long workshop is to prepare teachers for the AP Environmental Science course and its exam. A major focus will be doing many of the recommended labs. This will include discussing the objectives of a lab, executing them, and analyzing the results. New and experienced teachers will offer their solutions to problems, novel approaches, extensions and alternatives. The workshop will include field trips to sites around Wilkes-Barre.

Interspersed with the lab component will be discussions of the AP Environmental Science classroom. This will include a thorough examination of the APES syllabus found in the Acorn book, discussion of the different ways of teaching an AP-ES course, and lastly, a description of the AP-ES exam and its grading.

The course will be taught by Jim Morrill.


This session will inform teachers of the latest changes 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 and Historical Thinking Skills 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 and interpretations. 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.


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