GOUCHER COLLEGE

AP® SUMMER INSTITUTE Summer 2015

WHAT MAKES GOUCHER’S AP® SUMMER INSTITUTE DIFFERENT ? A summer schedule that makes sense Our program takes place over only five days in June or July. Each course runs from 8:30 a.m. to 4 p.m., Monday through Thursday, and from 8:30 a.m. to 1 p.m. on Friday. College Board materials and lunch are included in your tuition. You’ll get the preparation you need and enough time to take it all in—without cramming. All levels of experience welcome Whether you are a new (less than three years) or experienced (three+ years) AP teacher, we’ll be able to help. You self-select into which group fits you best, and get the most out of courses tailored to your level and needs. Your choice of credit options You can audit or earn graduate credit for the same tuition cost. The credit requirements are directly related to the work you’ll be doing as you prepare to teach your subject. For most people, it’s a no-brainer.

FROM THE DIRECTORS It takes a special kind of person to teach Advanced Placement Courses. You have to be creative in presenting your content. You have to be resourceful in reaching diverse students. And you have to be passionate about teaching—always broadening your horizons and investigating new possibilities to bring a fresh, knowledgeable perspective back to the classroom. Creative ideas. Resourceful methods. And renewed passion for the art of teaching. That’s what Goucher College’s Advanced Placement Summer Institute (APSI) is all about. A national leader in higher education for more than 125 years, Goucher brings together some of the top educators in the nation each summer to engage in AP course-specific, collaborative, and supportive learning environments. From arrival to departure, the institute is an idyllic summer retreat conducive to reflection and understanding. And our campus is located near shopping and entertainment, with easy access to Baltimore’s famed Inner Harbor. Our College Board-certified instructors draw upon years of experience, as well as relevant research and the expertise of other leading scholars, to assist you in designing instruction that best meets the needs of your AP students. With your creativity, resourcefulness, and passion—and the support of our expert instructors—you’ll return to your AP classroom with the confidence, strategies, and enthusiasm needed to jumpstart your students’ success. We look forward to hearing from you and working with you this summer. Best always,

Shelley Johnson and Barbara Bisset Co-Directors Advanced Placement Summer Institute

| 2 | Goucher College AP® Summer Institute

Courses 2014 | 3 |

Course Information

| 4 | Goucher College AP® Summer Institute

Schedule Monday – Thursday 8:30 a.m. to 4 p.m. Friday 8:30 a.m. to 1 p.m.

Week 1

Week 2

Week 3

Art History: Revised

Biology

Art History: Revised

Calculus AB

Calculus BC

Biology

Computer Science A

Chemistry: Extended

Chemistry

Economics

English Language & Composition

English Language & Composition

European History: Revised

English Literature & Composition

English Literature & Composition

Government and Politics: United States

Environmental Science – New Teachers

Environmental Science- Experienced Teachers

Music Theory

European History: Revised

French Language & Culture

Physics 1: Algebra-Based

Physics 2: Algebra-Based

United States History: Revised

Spanish Language & Culture- New Students

Government and Politics: United States

June 15-19

June 22-26

Spanish Language & CultureExperienced Students Studio Art United States History: Revised World History

July 6-10

Human Geography Latin Physics 1: Algebra-Based Psychology Spanish Language & Culture Statistics United States History: Revised Pre-AP Mathematics

| 6 | Goucher College AP® Summer Institute

Courses 2014 | 7 |

Week 1

June 15-19, 2015

Preparing Students for AP® Art History: Revised AP 592.100

Wells Gray

How long should I spend on Greek art? How many of the illustrations in the textbook do I have to cover and in how much depth? How many parts of a Greek temple do the students have to know? How much time do I allow for student interaction and group work? These are the kinds of questions that participants ask—and need to know the answers to—in any art history institute. The realities of the art history classroom will be explored in this institute, including ideas about how to encourage discussion and debate, how to use resources, the library and the Internet, and how to develop a critical vocabulary of the arts. Alongside dayto-day issues, this course will address long-range planning, including the evolving nature of future AP Art History exams, and the move to non-Western and thematic-based questions. Participants will grade and critique past AP responses and study approaches for creating new exam questions. A group excursion will be organized to a museum in Baltimore. Participants are encouraged to bring a laptop and a flash drive, as well as a lesson they have used that worked particularly well in their classroom and that they would like to share.

Preparing Students for AP® Calculus AB AP 506.100

Jim Bohan

This course will focus in detail on the philosophy, content, and pedagogies related to creating and implementing a successful course in AP Calculus AB. The sessions will engage students in the four main areas of AP Calculus AB: functions, limits and graphs; derivatives; and integrals. The approach will be one of using actual AP Calculus AB problems to guide the discussion of content and pedagogy. In addition, the course will provide opportunities for discussion about topics such as course goals, objectives, content, resources, bibliographies, and equipment; AP exam development and grading process; syllabi, lesson plans, and assignments; how to refresh and improve existing AP courses; recent changes in AP course descriptions; strategies for teaching students at beginning or intermediate levels; vertical teaming; and use of technology in AP Calculus AB. Participants will be expected to collaborate and participate fully in the proceedings of the course and will be encouraged to create a network of support.

Preparing Students for AP® Computer Science A AP 518.100

Reg Hahne

This course will provide an overview of the content and structure of the AP Computer Science A curricula. Teachers will focus on object-oriented programming methodology, with emphasis on problem solving and algorithm development. Participants will explore how the development and analysis of standard algorithms and the use of fundamental data structures within the AP Computer Science framework can support their classroom instruction in preparing their students for the AP Computer Science exam. Focus also will be placed on both multiple-choice and free-response aspects of the exam. In particular, an introduction to the new case studies (Magpie, PictureLab and Elevens) related to the conepts that will be tested on the 2015 exam and later exams will be shard. It is advisable that participants be familiar with Java.

| 8 | Goucher College AP® Summer Institute

Preparing Students for AP® Economics AP 548.100

Bruce Damasio

This course is designed as an institute for current high school teachers of AP Economics, regardless of experience level: new to AP or an experienced teacher. The course will include an overview of content, course organization, selection and use of materials, test development, and a strong emphasis on methodology and teaching strategies. It will not be a week focused solely on content; time is not available to target one area versus another. Participants will focus on ways to connect content to assessments and active learning. Participants will develop lessons and materials with content specific to the AP Microeconomics and AP Macroeconomics courses. Participants are encouraged to bring class outlines, textbooks, course syllabi, and sample lessons to share and modify. Participants will be expected to collaborate and help each other learn, listen, share, and succeed. In addition, participants will discuss the agenda and expectations of the College Board—topics from equity to expectations for the teacher and students.

Preparing Students for AP® European History: Revised AP 593.100

Pamela Wolfe

This session will help teachers design an AP European History course and prepare their students for the AP exam. Analysis of the newly designed curriculum and test will be a main focus of the course. Participants will review the content, themes, and structure of the new AP European History curriculum and focus on effective teaching strategies and learning activities that will lead to success on the exam. Participants will analyze past AP exam questions and learn to rewrite them to reflect new course requirements. The class will look at new multiple choice questions, short answer, DBQ and FRQ rubrics. Review of the four major time periods and nine critical thinking skills emphasized on the AP test will occur while participants plan their own course syllabi and create test questions in line with the major themes of the course.

Preparing Students for AP® Government and Politics: United States AP 536.100

Maria Schmidt

This course provides teachers with an overview of the basic structure and content necessary for AP Government and Politics: United States. The instructor will focus on the development of the content for each of the six units included in the course as well as the development of essential questions, course objectives, learning activities, teaching strategies, and the use of multiple resources. Emphasis will be placed on preparing students for the AP examination. An analysis of past AP examinations will be included, as well as a review of the standards established for the grading of the annual exams. A major portion of the course is devoted to the development of units for an AP U.S. Government and Politics course by participants, including the resources necessary for the implementation of such a course. This course is suitable for teachers new to AP U. S. Government and Politics as well as those experienced in the teaching of the course. The course will include a best practices sharing session, and participants are encouraged to bring a copy of a favorite lesnd Politics course. If participants already are teaching the course, or know the textbook and/or any other books they will be using, they should bring these as well.

Week 1 Courses | 9 |

Preparing Students for AP® Music Theory AP 551.100

Robert McMahan

This course is designed for new and experienced AP Music Theory teachers. The course will provide a review of the issues of musicianship, theory, musical materials, and procedures. Participants will gain familiarity with creative teaching activities/strategies and will devise their own activities and materials for use in their classrooms. With collaborative input from the instructor and others in the class, participants will develop a detailed syllabus for the course and will explore assessment tools and techniques to prepare students for the AP Music Theory exam. Participants should emerge from this course with a clear understanding of the objectives and performance each of their students should attain in the high school AP Music Theory course.

Preparing Students for AP® Physics 1: Algebra-Based AP 589.100

Patricia Zober

This course will engage educators in completing several goals focused on preparing them to teach the new AP Physics 1 course that debuted in the 2014/2015 school year and the subsequent exam to be given in May. The first goal involves laying the groundwork for using the Curriculum Framework which pairs core essential knowledge with the fundamental scientific reasoning skills necessary for scientific inquiry. The Curriculum Framework, paired with the Learning Objectives and the Science Practices, provides detailed information concerning what a student should know and what they are expected to do on the AP Physics 1 Exam. Other focus areas of this course include (a) preparation for the new syllabi for AP Physics 1 and (b) the inquiry laboratory experiments/questions that comprise 25% of the time to be spent in the new course. Special topics related to the revamped course —rotational motion and dynamics—will be addressed as well. Copies of the AP Physics 1 Curriculum Framework will be provided in the AP Physics Participants handbook. Copies of the Framework also may be downloaded from the College Board website prior to the course.

Preparing Students for AP® United States History: Revised AP 590.100

Geri Hastings

This course will provide participants with an overview of the redesigned AP U.S. History course and exam and give them the opportunity to analyze and integrate the course’s three major component parts—the thematic learning objectives, the concept outline, and the historical thinking skills—into their syllabi. After examining the Curriculum Framework and identifying the characteristics of, and reasons for, these three component parts, participants will begin to plan student-centered lessons for some of the 27 key concepts in the concept outline. As they design their lessons, participants will determine the connections between the learning objectives, concept outline, and historical thinking skills—connections that are assessed on every question of the new exam. Woven throughout the course will be opportunities for participants to create and take part in high-interest, student-centered lessons that were developed to support the new course and engage students. In addition, participants will have the opportunity to examine the questions on the redesigned exam, describe the similarities and differences between the exam questions on the 2014 test and the exam questions on the redesigned test, and actually provide answers for some of the multiple-choice, short-answer, long-essay, and document-based questions. New scoring tools will be used to evaluate student responses from the pilot testing to give teachers a better understanding of what students must know and be able to do to be successful in this course. Participants also will discuss audit guidelines, practice writing questions based on redesigned testing models, and evaluate available AP U.S. History resources. This course has been designed to provide both a seamless transition for experienced teachers and an in-depth introduction to AP U.S. History for new teachers.

| 10 | Goucher College AP® Summer Institute

Week 2

June 22-26, 2015

Preparing Students for AP® Biology AP 503.200

Erol Altug

This course is designed for teachers who are new to AP Biology and experienced teachers who are looking for information about the new course requirements. This course will focus on three areas essential to the teaching of the newly-revised AP Biology course: 1) The new curriculum framework (the four “Big Ideas” and the seven “Science Practices”), 2) The new inquiry-based lab approach, and 3) The new exam. During the week, participants new to AP Biology will work on developing a course syllabus based on the new curriculum standards (teachers who have already successfully submitted an audit for the new program will develop a unit based around the new curriculum). Participants will engage in extensive handson experiences with the new inquiry-based labs and will explore ways to modify existing labs to fit the new AP Biology Science Practice Standards. The new exam design, particularly in contrast with the former exam, will be highlighted. Other topics for the week include the audit process, textbooks, and resources. Participants will be expected to read the new AP Biology curriculum before the workshop begins and briefly share a “best practice” lesson during the week. Participants should bring a laptop computer or tablet device with them. All laboratory equipment and other materials will be provided.

Preparing Students for AP® Calculus BC AP 509.200

Jim Bohan

This course will focus in detail on the philosophy, content and pedagogies related to creating and implementing a successful course in AP Calculus BC. The sessions will engage participants in the four main areas of AP Calculus BC: Function, Limits and Graphs; Derivatives; Integrals; and Polynomial Approximations and Series. The approach will use actual AP Calculus BC problems to guide the discussion of content and pedagogy. In addition, the course will provide opportunities for discussion on topics such as AP course goals, objectives, content, resources, bibliographies, and equipment; AP exam development and grading processes; syllabi, lesson plans, and assignments; how to refresh and improve existing AP courses; recent changes in AP course descriptions; strategies for teaching students at beginning or intermediate levels; vertical teaming; and use of technology in AP Calculus BC. Participants will be expected to collaborate and participate fully in the proceedings of the course and will be encouraged to create a network of support.

Preparing Students for AP® Chemistry: Extended AP 591.200

John Hnatow, Jr.

This course is designed for AP Chemistry teachers who have previously completed any 2013 or 2014 Advanced Placement Chemistry Summer Institute session. Extending learning from a prior AP Chemistry session, the focus of this course will involve Curriculum Framework activities, the new curricular requirements, and introduction of guided inquiry labs and inquiry experiences in the classroom. Additional course experiences will include reflecting/debriefing about classroom and lab activities implemented in the classroom, discussing successful strategies for teaching the new content areas, incorporating successful inquiry labs, converting traditional labs to inquiry labs, and generating “new style” questions. This session also will include analysis of test data. Time and guidance will be provided for collaboration and practice with the above topics. Opportunities will be provided for participants to share strategies for

Week 2 Courses | 11 |

incorporating more inquiry in both the lab and the classroom. Each teacher will brings materials to share for major content or problem areas (i.e., equilibrium, buffers, electrochemistry, IMFs), such as notes, labs, exams, formative assessments, and suggestions for refining and adopting different approaches. There will be one to two hours of homework daily.

Preparing Students for AP® English Language and Composition AP 521.200

Barbara Murphy

This session will address the primary goals of the AP Language and Composition course, providing an introduction to and in-depth examination of the curriculum and exam. The deconstruction of the exam and its requirements will lead participants to an examination of the goals of the AP English Language and Composition course, its objectives and development. Participants will work with the 2015 essay questions: text + rubric + samples. Time will be allotted for individual rating of essays, plus small and large group discussions about the rating of samples. Also, participants will take a close look at the multiple-choice section of the exam. There will be numerous activities that demand active engagement in the process of choosing texts (i.e., memoirs, speeches, documentaries, commercials, political cartoons, editorials, graphs, charts, biographies, scientific writing) on which to base AP-level writing prompts and associated assignments as well as selecting close reading texts and creating multiple choice and discussion questions based on those readings. Working as individuals and in small groups, participants will construct classroom activities to introduce, develop and reinforce AP-level skills and create essay prompts with rubrics/objective questions based on prose texts. These activities will be presented and evaluated by the entire group. Participants also will be given the opportunity to closely examine, develop and evaluate syllabi. There also will be ample time to share best practices. Participants can expect both class work and homework as part of their rigorous and productive experience.

Preparing Students for AP® English Literature and Composition AP 524.200

Frazier O’Leary

This course will combine the examination of methodology and content with sharing ideas, developing strategies, and reviewing samples from the 2013 AP exam. Hands-on strategies can be introduced immediately into participants’ own courses. Participants can expect interactive sessions where they learn and practice the basics that are essential in implementing a successful AP English Literature course with their students. This course uses College Boarddeveloped materials, as well as other resources and guest speakers, to expand the participants’ knowledge base and to provide a framework for teachers in developing a curriculum.

Preparing Students for AP® Environmental Science— New Teachers AP 528.200

Anne Soos

This intensive one-week course will provide an overview of the entire AP Environmental Science (APES) curriculum. Each day, important concepts will be discussed and related specifically to APES free-response questions, and laboratories associated with these concepts will be presented. The major goal of the course is to expose participants to both content and hands-on activities important to teaching a successful APES course. Homework for participants will consist of working up lab data, writing responses to FRQs, and preparing a course syllabus or outline that correlates to the APES course description. Participants are urged to bring electronic materials/favorite web sites to share as some class time will be reserved for sharing and question/answer sessions. Participants should bring a copy of their | 12 | Goucher College AP® Summer Institute

school calendar for the coming year, clothing that would allow visiting a garbage incinerator (shoes with closed toes are required!), items for doing water-testing (shoes that can get wet or a pair of boots), a scientific calculator of some type, a laptop computer or iPad, pencils, a ruler, and a three-ring binder for hard copies of handouts. Students will be asked to write out answers to the 2015 Free Response Questions before the Institute begins.

Preparing Students for AP® European History: Revised AP 593.200

Pamela Wolfe

This session will help teachers design an AP European History course and prepare their students for the AP exam. Analysis of the newly designed curriculum and test will be a main focus of the course. Participants will review the content, themes, and structure of the new AP European History curriculum and focus on effective teaching strategies and learning activities that will lead to success on the exam. Participants will analyze past AP exam questions and learn to rewrite them to reflect new course requirements. The class will look at new multiple choice questions, short answer, DBQ and FRQ rubrics. Review of the four major time periods and nine critical thinking skills emphasized on the AP test will occur while participants plan their own course syllabi and create test questions in line with the major themes of the course.

Preparing Students for AP® Physics 2: Algebra-Based AP 594.200

Patricia Zober

This course will engage educators in completing several goals focused on preparing them to teach the new AP Physics 2 course that debuted in the 2014/2015 school year and the subsequent exam to be given in May. The first goal involves laying the groundwork for using the Curriculum Framework which pairs core essential knowledge with the fundamental scientific reasoning skills necessary for scientific inquiry. The Curriculum Framework, paired with the Learning Objectives and the Science Practices, provides detailed information concerning what a student should know and what they are expected to do on the AP Physics 2 Exam. Other focus areas of this course include (a) preparation for the new syllabi for AP Physics 2 and (b) the inquiry laboratory experiments/questions that comprise 25% of the time to be spent in the new course. Special topics related to the revamped course —pV diagrams and probability, entropy, electrical circuits with capacitors at steady state and topics in Modern Physics—will be addressed as well. Copies of the AP Physics 2 Curriculum Framework will be provided in the AP Physics Participants handbook. Copies of the Framework also may be downloaded from the College Board website prior to the course.

Preparing Students for AP® Spanish Language and Culture—New Teachers AP 561.200

Rafael Moyano

This course will provide an overview of the structure and content of the thematically organized AP Spanish Language and Culture exam. Relevant materials and specific instructional techniques for teaching the curriculum will be presented, discussed, and evaluated. Participants will develop materials for use in their own classes and will work together to clarify the expected levels of proficiencies in Interpersonal, Interpretive and Presentational Communication. Participants also will explore techniques to transition past activities into strategies and exercises that meet the objectives of the exam. There will be extensive practice through reviewing the rubrics and achievement level descriptors that will be used by the AP Readers in assessing the Interpretive and Interpersonal Communication segments of the AP exam. The latest available rubrics, sample responses, and test changes will be reviewed. Participants are urged to read the AP Spanish Language and Culture Curriculum Framework at www.collegeboard.com and to bring questions they have to class. This course will be conducted in Spanish. Week 2 Courses | 13 |

Preparing Students for AP® Spanish Language and Culture—Experienced Teachers

from previous AP exams using the criteria developed for the new U.S. History test. In addition, participants will review resources that enable a teacher to bring the best techniques and approaches to the AP U.S. History classroom. In addition, assistance will be provided in the development of the new course syllabus required by the College Board.

This workshop is intended for participants who have taught the AP Spanish Language and Culture course for three years or more. Participants will reexamine the AP Spanish Language and Culture Curriculum Framework that went into effect in September 2013. Participants will explore the themes as well as the recommended contexts and overarching essential questions for each theme in the new framework. Rubrics and students samples will be used for participants to become familiar with the scoring of the free response sections of the exam. The course also will address issues of curriculum and of Pre-AP* courses. Participants will engage in a discussion of textbooks, websites, and resources available for the AP* course. They also will develop a final project according to the needs of their students during the week, in consultation with the instructor. Participants should bring copies of successful activities to share.

Preparing Students for AP® World History

AP 562.200 José M. Díaz

Preparing Students for AP® Studio Art AP 572.200

Joann Winkler

This course provides an overview of the content of the AP Studio Art portfolios in Drawing, Two-Dimensional Design, and Three-Dimensional Design. Specific course goals and objectives include: engage with ideas and techniques (Vertical Team Concept) to build a strong program in art; explore the three sections of the portfolio and with the three different Studio Art portfolio options; share best practices and techniques to understand the portfolio and help students to succeed on their AP exam; explore available websites and how to integrate the authentic material into daily teaching; and allow time and opportunity for collegial interaction and exchange of successful strategies; and prepare (if needed) the new syllabus for the College Board audit. We also will focus on the Reading process and mock Readings using the rubric for the 2015 Reading, sketchbook strategies, The College Board materials, PowerPoint files from the 2015 Reading that clarify the differences/distinctions of each portfolio, as well as individual studio activities. Development of thematic approaches in the creation of a mini-concentration will be explored along with studio practices and course curricula developed from the participant’s concentration. A variety of course structures will be considered and issues in drawing, 2D and 3D design, color, sculpture, and painting will be addressed in depth. Participants will work toward a course outline for their own AP Program courses and will, through simulated grading of sample portfolios, become familiar with grading standards and procedures. Attention also will be given to the preparation of artwork as well as the digital submission of the portfolio. All participants are asked to bring their favorite art materials they are comfortable working with that can easily be transported and dry quickly. Due to time constraints, materials need to be considered prior to participant’s arrival. All participants will be asked to complete an artist statement and encouraged to create a PowerPoint presentation to be shared with all participants through the use of jump drives. Please bring a camera to document the process and the exhibit.

AP 578.200

Ane Lintvedt

This course will engage participants in designing or refining an AP World History course that prepares their students for the AP exam. Participants will review the content, themes, key concepts, periodization and structure of the AP World History curriculum and focus on effective teaching strategies and learning activities that will lead to success on the exam. Also, participants will plan their own course syllabi; understand items required for the audit; and create test questions in alignment with the curriculum and the exam. An analysis of past AP exams will be included, as well as discussion of rubrics and the scoring of the free-response section of the examination. This analysis will lead to discussion of how to prepare students to write the three essays. Participants will discuss the new format of the multiple-choice questions as well as the anticipated shift in exam structure for 2017. Participants will discuss key historical skills such as the use of scholarly journal articles and document assessment, and how one’s course and assessments can be adapted to emphasize them.

Week 3

July 6-10, 2015

Preparing Students for AP® Art History AP 592.300

John Nici

How long should I spend on Greek art? How many of the illustrations in the textbook do I have to cover and in how much depth? How many parts of a Greek temple do the students have to know? How much time do I allow for student interaction and group work? These are the kinds of questions that participants ask—and need to know the answers to—in any art history institute. The realities of the art history classroom will be explored in this institute, including ideas about how to encourage discussion and debate, how to use resources, the library and the Internet, and how to develop a critical vocabulary of the arts. Alongside dayto-day issues, this course will address long-range planning, including the evolving nature of future AP Art History exams, and the move to non-Western and thematic-based questions. Participants will grade and critique past AP responses and study approaches for creating new exam questions. A group excursion will be organized to a museum in Baltimore. Participants are encouraged to bring a laptop and a flash drive, as well as a lesson they have used that worked particularly well in their classroom and that they would like to share.

Preparing Students for AP® United States History: Revised

Preparing Students for AP® Biology

This course, through lecture, discussion, and group activities, introduces the structure and content necessary for an effective Advanced Placement U.S. History course within the guidelines of the new curriculum. It will analyze the component parts of the AP exam and suggest appropriate test-taking as well as testing strategies and ways to teach the course. Participants will learn how to review the analytical writing skills needed to address the document-based question and the free-response essay. Participants will grade and rank essays

This course is designed for teachers who are new to AP Biology and experienced teachers who are looking for information about the new course requirements. This course will focus on three areas essential to the teaching of the newly-revised AP Biology course: 1) The new curriculum framework (the four “Big Ideas” and the seven “Science Practices”), 2) The new inquiry-based lab approach, and 3) The new exam. During the week, participants new to AP Biology will work on developing a course syllabus based on the new curriculum standards

AP 590.200

Robert Handy

| 14 | Goucher College AP® Summer Institute

AP 503.300

Erol Altug

Week 2 Courses | 15 |

(teachers who have already successfully submitted an audit for the new program will develop a unit based around the new curriculum). Participants will engage in extensive handson experiences with the new inquiry-based labs and will explore ways to modify existing labs to fit the new AP Biology Science Practice Standards. The new exam design, particularly in contrast with the former exam, will be highlighted. Other topics for the week include the audit process, textbooks, and resources. Participants will be expected to read the new AP Biology curriculum before the workshop begins and briefly share a “best practice” lesson during the week. Participants should bring a laptop computer or tablet device with them. All laboratory equipment and other materials will be provided.

Preparing Students for AP® Chemistry AP 512.300

John Hnatow, Jr.

This course is designed both for new AP Chemistry teachers and also for experienced AP Chemistry teachers who have not previously participated in a 2013 or 2014 summer APSI. The course will provide information about the new course requirements. The focus of the course will be on areas essential to the teaching of the newly revised AP Chemistry course. Participants will be able to apply concrete strategies for designing and implementing an effective AP Chemistry curriculum, perform hands-on, guided inquiry-based labs, contrast the new AP Chemistry exam design with the former exam, implement strategies to effectively prepare students for the AP exam, and begin to develop or revise a syllabus to align with course requirements. Participants will be engaged in learning about the new AP Chemistry curriculum framework, the big ideas and enduring understandings, learning objectives, and the science practices. Participants will be expected to read the new AP Chemistry Curriculum Framework before the workshop begins and share a “best practice” lesson and a website resource during the week. This course ultimately is intended to inspire teachers to motivate their students to achieve at the highest possible levels. There will be one to two hours of homework daily.

Preparing Students for AP® English Language and Composition AP 521.300

Kevin Howard

This course will focus on the development of an AP English Language course that is based on the analysis of nonfiction texts, with a special focus on argumentation. The course will begin with an overview of the structure, content, and scoring of the AP English Language and Composition exam. Participants will discuss the impact of the various essay and multiple-choice questions on existing curriculum. Other topics include an introduction to rhetorical analysis by examining speeches, memoirs, scientific writing, journalism, essays, documentary films, and visual rhetoric, broadly defined to include advertising, multimedia, and public art. Attention will be given to book-length nonfiction texts as the core of the course. Participants will explore and share practical teaching strategies, including approaches that support the equity agenda of the College Board.

Preparing Students for AP® English Literature and Composition AP 524.300

Frazier O’Leary

This course will combine the examination of methodology and content with sharing ideas, developing strategies, and reviewing samples from the 2013 AP exam. Hands-on strategies can be introduced immediately into participants’ own courses. Participants can expect interactive sessions where they learn and practice the basics that are essential in implementing a successful AP English Literature course with their students. This course uses College Boarddeveloped materials, as well as other resources and guest speakers, to expand the participants’ knowledge base and to provide a framework for teachers in developing a curriculum. | 16 | Goucher College AP® Summer Institute

Preparing Students for AP® Environmental Science— Experienced Teachers AP 529.300

Anne Soos

This course is recommended for teachers who have at least three years of AP Environmental Science teaching experience, or for teachers who have a significant experience teaching Environmental Science at the non-AP level but who will be teaching an AP class in the coming year. Participants will be sharing best practices as they engage in a variety of laboratory and field investigations. Possible field trips will be to either the Baltimore waste-to-energy or the sewage treatment plant. Participants will learn how to use free programs to create their own screencasts if they would like to try to “flip” their classes, and each participant will record a short screencast and demonstrate it to the class. Participants also will explore inquiry-based labs and modify a lab they currently use to be more inquiry based. Participants will be asked to work cooperatively in small groups to write one original Free Response Question and grading rubric and will participate in a mock grading activity. Participants should bring electronic copies of their favorite experiments and a list of favorite web sites to class. Participants also should be sure to bring shoes with closed toes, shoes that can get wet or a pair of boots, a scientific calculator of some type, a laptop computer or iPad, pencils, a ruler, and a three-ring binder for hard copies of handouts. Participants will be asked to write out answers to the 2015 Free Response Questions before coming to the Institute.

Preparing Students for AP® French Language and Culture AP 533.300

Rita Davis

This course will provide an overview of the structure and content of the thematically-organized AP French Language and Culture exam. Relevant materials and specific instructional techniques for teaching the curriculum will be presented, discussed, and evaluated. Participants will develop materials for use in their own classes and will work together to clarify the expected levels of proficiencies in Interpersonal, Interpretive and Presentational Communication. Drawing from the Curriculum Framework, participants will learn how to develop activities and assessments that present language in cultural context, appropriately building students’ proficiencies in the modes of communication as defined in the Standard for Foreign Language Learning in the 21st Century. In addition participants will explore techniques to transition past activities into strategies and exercises that meet the objectives of the new exam. There will be extensive practice through reviewing the rubrics and achievement level descriptors that will be used by the AP Readers in assessing the Interpretive and Interpersonal Communication segments of the AP exam. In addition, considerable time will be devoted to reviewing and interpreting assessment performance from the June 2015 exam’s student samples. Assistance in creating a course syllabus that includes resources and strategies for completing the AP Course Audit will be available for those who need to complete their syllabi by January 2016.

Preparing Students for AP® Government and Politics: United States AP 536.300

Maria Schmidt

This course provides teachers with an overview of the basic structure and content necessary for an AP course in Government and Politics: United States. The instructor will focus on the development of the content for each of the six units included in the course as well as the development of essential questions, course objectives, learning activities, teaching strategies, and the use of multiple resources. Emphasis will be placed on preparing students for the AP examination. An analysis of past AP examinations will be included as well as a

Week 3 Courses | 17 |

review of the standards established for the grading of the annual exams. A major portion of the course is devoted to the development of units for an AP U.S. Government and Politics course by participants, including the resources necessary for the implementation of such a course. This course is suitable for teachers new to AP U. S. Government and Politics as well as those experienced in the teaching of the course. The course will include a “best practices” sharing session and participants are encouraged to bring a copy of a favorite lesson/ activity they have used in, or that could be adapted to, an AP U.S. Government and Politics course. If participants already are teaching the course, or know the textbook and/or any other books they will be using, they should bring these as well.

Preparing Students for AP® Human Geography AP 539.300

Pamela Wolfe

This course will provide an overview of the AP Human Geography curriculum and help participants design their own course. Participants will review lesson plans, resources, and websites for teaching each of the major course topics, including geography, population, cultural patterns, the political organization of space, rural land use, industrialization, and cities. The course will focus on effective teaching strategies and learning activities to prepare for their students’ success on the AP exam. Participants will begin to develop their own course outline, syllabus, and assessment tools.

Preparing Students for AP® Latin AP 545.300

Donald Connor

The session will focus on the objectives, syllabus, and exam format for the AP Latin course on Caesar and Vergil. Participants will work through the curriculum guide, developing materials for presenting to students and testing them for the new exam. The course will examine the rubrics for grading and the explanations of what the different grades indicate to the colleges. There also will be discussion about certification for the course. The objective of this course is to help students make significant progress in reading, translating, and analyzing Vergil’s Aeneid and Caesar’s De Bello Gallico in Latin. The course will include studying Rome in terms of politics, religion, ethical and societal values and writing analytical essays about the themes found in different Latin passages. Special attention will be paid to the format of the exam, especially the emphasis on multiple-choice and “spot” questions. Participants will grade the different types of questions, create similar questions for classroom use, and develop materials and plans for the syllabus. Participants are urged to read the AP Latin Curriculum Framework at www.collegeboard.com and to bring any questions they have to class. If participants are teaching the course or know what textbooks they will be using, they are asked to bring them to the course. Any teacher of AP Latin, from the inexperienced to the very experienced, may register for this course.

Preparing Students for AP® Physics 1: Algebra-Based AP 589.300

Patricia Zober

The changes from AP B Physics to AP Physics 1 and AP Physics 2 will be challenging and will require a more conceptual understanding of the basic laws of Physics. During this course, participants will explore how the revised AP Big Ideas, Essential Knowledge, and Science Practices tie into the Learning Objectives that a student must master to demonstrate their understanding of these basic concepts. In addition to a mathematical understanding, students of Physics 1 must be able to articulate, in correct scientific terms, these concepts. An emphasis will be placed on developing materials/labs and best practices that participants can use in their classrooms to help their students successfully complete the AP Physics 1 and 2 courses.

| 18 | Goucher College AP® Summer Institute

Preparing Students for AP® Psychology AP 557.300

Alan Feldman

This course will focus on the teaching of psychology as a science, including an intensive review of the content of the AP Psychology examination and released multiple-choice and essay questions. Additional topics will include teaching strategies and resources, using and designing a rubric to write and score essay questions, test-taking techniques, demonstrations for teaching psychology, and important experiments and studies in psychology. Approximately 200 of the most important terms for the AP Psychology course will be reviewed, as well as the 80 psychologists with whom students need to be familiar for the AP Psychology test. Teaching Introductory Psychology: Survival Tips from the Experts, edited by Robert Sternberg, will be discussed in detail. Participants are urged, but not required, to bring a few of their favorite lesson plans and audio-visual resources to share in class. Please contact the instructor prior to the session if you have any questions or concerns.

Preparing Students for AP® Spanish Language and Culture AP 560.300

José M. Díaz

This workshop will introduce the participants to the AP Spanish Language and Culture Curriculum Framework that went into effect September 2013. Participants will examine the themes as well as the recommended contexts and overarching essential questions for exploring each theme in the new framework. Rubrics and students samples will be used for participants to become familiar with the scoring of the free response sections of the exam. The course also will address issues of curriculum and of Pre-AP* courses. Some time will be devoted to evaluating the sample syllabus to deliver the new course. Participants will engage in a discussion of textbooks, websites, and resources available for the AP* course. They also will develop a final project according to the needs of their students during the week, in consultation with the instructor. Participants are encouraged to bring copies of successful activities to share.

Preparing Students for AP® Statistics AP 566.300

Jim Bohan

This course will focus in detail on the philosophy, content, and pedagogies related to creating and implementing a successful course in AP Statistics. The sessions will engage participants in the four main areas of AP Statistics: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. The approach will be one of using actual AP Statistics’ problems to guide discussion of content and pedagogy. In addition, the course will provide opportunities for discussion about topics such as AP course goals, objectives, content, resources, bibliographies, and equipment; AP exam development and grading processes; syllabi, lesson plans, and assignments; how to refresh and improve existing AP courses; recent changes in AP course descriptions; strategies for teaching students at beginning or intermediate levels; vertical teaming; and use of technology in AP Statistics.

Week 3 Courses | 19 |

Preparing Students for AP® United States History: Revised AP 590.300

Geri Hastings

This course will provide participants with an overview of the redesigned AP U.S. History course and exam and give them the opportunity to analyze and integrate the course’s three major component parts – the Thematic Learning Objectives, the Concept Outline, and the Historical Thinking Skills into their syllabi. After examining the Curriculum Framework and identifying the characteristics of, and reasons for, these three component parts, participants will begin to plan student centered lessons for some of the 27 key concepts in the Concept Outline. As they design their lessons, participants will determine the connections between the Learning Objectives, Concept Outline, and Historical Thinking Skills, connections that are assessed on every question on the new exam. Woven throughout the course will be opportunities for participants to create and take part in many high-interest, studentcentered lessons that were developed to support the new course and engage students. In addition, teachers will have the opportunity to examine the questions on the redesigned exam, describe the similarities and differences between the exam questions on the 2015 test and the exam questions on the redesigned practice tests, and actually answer some of the multiple choice, short answer, long essay, and document based questions. New scoring tools will be used to evaluate student responses from the 2015 testing to give teachers a better understanding of what students must know and be able to do to be successful in this course. Teachers will discuss audit guidelines only if there is a need for this, practice writing questions based on redesigned testing models, and evaluate available AP U.S. History resources. This course has been designed to provide both a seamless transition for experienced teachers and an in depth introduction to AP U.S. History for new teachers.

Pre-AP® Mathematics AP 583.300

Vernon “Ted” Gott

This course will include activities and experiences in the strands that set the foundation for AP Calculus and AP Statistics. Some of the topics that will be explored include rate of change, accumulation, functions, assessments, data gathering, and probability. Participants will write activities based on published AP Calculus and AP Statistic exam questions and meeting Common Core standards. Whenever possible, participants will engage in the “Rule of Four”— looking at a problem verbally, analytically, numerically, and graphically. There sometimes will be physical representations as well.

| 20 | Goucher College AP® Summer Institute

Faculty

Erol Altug Erol Altug has both a B.A. in Biology, Secondary Education and an M.Div. Following two years of part-time teaching at Trinity College, Erol worked for 20 years at the elite Robert College of Istanbul (RC, the oldest American school abroad, is a highly academic coeducational prep school for Turkish youth), where he introduced and coordinated the first Advanced Placement (AP) program in Turkey. In 2001, he and his family moved to The Stony Brook School on Long Island, NY (a private, co-educational prep school), where he serves as science department chair. Erol is actively involved with the AP program nationally and internationally. During the grading of the AP Biology exam, he has served as a Reader, Table Leader, and as a Question Leader. He is a consultant for The College Board and has presented at one-day teacher workshops, multi-day events, and Advanced Placement Summer Institutes both in the USA and abroad.

Jim Bohan James Bohan is a retired assessment specialist and member of the core team of the Pennsylvania Value-added Assessment System. Jim also has served as the chair of the core team of the Pennsylvania Standards-Aligned System in Mathematics. He is a veteran of 38 years of high school mathematics teaching and has served as a K-12 mathematics coordinator in two school systems. Jim has been an adjunct instructor of mathematics and statistics at several colleges and universities in Illinois and his present home of Pennsylvania. Jim is a consultant to the College Board for AP Calculus and AP Statistics. He has served as a reader for both calculus and statistics and as a table leader for statistics. In addition, he has served on the AP Statistics Test Development Committee. He continues to be a frequent presenter at National Council of Teachers of Mathematics and National Council of Supervisors of Mathematics annual meetings. Jim has published numerous manuscripts dealing with issues of mathematics and statistics education, data-informed decision making, assessment and other topics. In addition, he has published his syllabus in the AP Statistics Teachers’ Guide, an AP Statistics Review through Amsco School Publishing and the Mathematics Chapter for the ASCD Curriculum Handbook. Jim has earned an M.A. in mathematics from Loyola University in Chicago, and an M.S. in applied statistics at Villanova University in Philadelphia, PA. He also has completed successfully a doctoral program in educational leadership from Immaculata University, PA.

Donald Connor Donald Connor has taught AP Latin courses since 1971, the last 32 at Trinity School in New York City. He has been an AP consultant since the mid-1980s, giving one-day and extended workshops in the greater New York area and in other parts of the country as well. He has been an AP reader since 1991, with an occasional break, and also has served on the Test Development Committee from 2000 to 2004. Donald has been head of the Classics Department at Trinity since 1984, is currently vice president of the American Classical League and a trustee of the Vergilian Society, has served as a regional representative for the Classical Association of the Atlantic States, and has been vice president of the New York Classical Club. He graduated from Fordham University and earned graduate degrees at Yale University.

Bruce Damasio Bruce Damasio has been a reader for the AP Economics exam from 1989 to 2009 and conducts numerous training sessions for teachers across the mid-Atlantic region and nation. He had taught for 28 years at Liberty High School in Maryland and was social studies

| 22 | Goucher College AP® Summer Institute

department chair for 25 of those years. He currently is the past president of GATE, an organization for economics teachers worldwide, and is a two-time board member of the National Council for the Social Studies, as well as a past president of the Maryland Council for the Social Studies. Since 1991, Bruce has worked with the Maryland Council for Economic Education as a teacher trainer and is currently teaching at Towson University in the M.A.T. program and with social studies methods’ classes.

Rita Davis Rita Davis was born in Clermont Ferrand, France. She has taught Middle and Upper School French for the last 30 years. She serves as a consultant to the College Board, presenting workshops for new and experienced teachers of AP French. Over the last couple of years, Rita has presented workshops in Philadelphia, New York, New Jersey, Maryland, Switzerland, and Las Vegas (National AP Conference- summer of 2013). She has served as an AP Exam Reader for many years and was appointed a Table Leader in June 2012. She has written one of the AP French Language course outlines included in the 2008 AP Professional Development Guide. Since the implementation of the newly-designed AP French Language and Culture exam, she has reviewed content for various publishers (Barons, Pearson, and Vista in Higher Learning) who are developing new texts for the AP Exam. Rita served as copresident of the Philadelphia Chapter of the American Association of the Teachers of French from 2009-2013, and she is currently a member of the executive council. Rita was recently elected vice-president for a three year term of the American Association of French.

José M. Díaz José M. Díaz is a Spanish teacher at Hunter College High School in New York City. He has served as a member and Chair of the AP Spanish Language and Literature Committee; and as a Table Leader and Question Leader for the scoring of the AP examination. He has led workshops throughout the United States and Europe and continues to be a consultant for the College Board. He also has written guides and articles for several College Board publications. He is the co-author of AP Spanish: Preparing for the Language and Culture Examination, Abriendo paso: Temas y lecturas, Abriendo paso: Gramática, Listening Comprehension Skills for Intermediate Students, SAT Subject Test: Spanish, and ¡En marcha!, among others.

Alan Feldman Alan Feldman is a teacher of AP Psychology, History, and Mathematics at Glen Rock High School in Glen Rock, NJ. Since 1993, Alan has taught dozens of one-day, weekly and monthlong AP Psychology workshops for the College Board. He also has instructed or co-instructed psychology workshops at the University of Northern Kentucky, Fordham, Stanford, Texas A&M, Rutgers, and others. Formerly an adjunct professor of psychology at Middlesex County College, Alan currently is an adjunct professor at Bergen Community County College. He has been an AP reader continuously since the exam’s inception in 1992 and a table leader since 2003. He is author of over 50 articles on the teaching of psychology and wrote the AP Psychology teachers’ course perspective for AP Central. He is a former member of the AP psychology test development committee (2001-2005) as well as a recipient of the 1994 Moffet Teaching Award for high school psychology and the 2003 Princeton University Distinguished Secondary Teaching award. He has a graduate degree in psychology from Teachers’ College, Columbia University. His hobbies are table tennis, biking, reading and collecting psychology videotapes and DVDs.

Faculty | 23 |

Vernon “Ted” Gott

Geraldine Hastings

Ted Gott is a certified AP Consultant with experience conducting Pre-AP and AP Calculus workshops for the College Board and as an AP Calculus reader. He recently retired after teaching all levels of math at Southern High School in Harwood, Maryland for 42 years, serving as the chair of the math department, and teaching AP Calculus AB and BC. Ted has been a College Board consultant for ten years, delivering workshops and summer institutes in all areas of Pre-AP Math and AP Calculus around the country, including the College Board Annual Conference. He has a B.A. in mathematics from Washington College.

Geri Hastings has been a high school social studies teacher in Baltimore County, an AP U.S. History teacher, and Social Studies Department Chairman at Catonsville High School. The National Council for the Social Studies named her Outstanding Secondary Social Studies Teacher of the Year for 2003-2004 and the Daughters of the American Revolution named her as their Outstanding National U.S. History Teacher of the Year for 2004-2005. Ms. Hastings has taught at the AP U.S. History Summer Institutes at Goucher College in MD since 1995, and has conducted AP and Pre-AP summer institutes for Texas Christian University, Wilkes University in Pennsylvania, the University of the Virgin Islands, St. Croix, the Bellevue, WA School District, the University of Louisville, Harbin, China, and Taipei, Taiwan. In addition she is a Question Leader for the AP U.S. History Reading and a workshop consultant for College Board programs in AP U.S. History and Pre-AP Social Studies. A member of the steering committee for the AP National Conferences in 2012 and 2013, she was also a member of the Advanced Placement (AP®) U.S. History Curriculum Development & Assessment Committee (CDAC) that revised AP U.S. History. She is now a member of the AP U.S. History Development Committee and recently worked on presentations for the Long Essay Online Scoring Module. Ms. Hastings graduated summa cum laude with a degree in history from St. Bonaventure University, Olean, New York and received a Masters + 60 credits in U.S. History from New York University.

Wells Gray Wells Gray received his Bachelor of Science from Denison University, Granville, Ohio and his Master of Fine Arts, College of Artisanry from University of Massachusetts-Dartmouth, North Dartmouth, Massachusetts where he minored in Art History. He is currently Department Head of Fine Arts teaching AP® Art History, Ceramics, and Sculpture at Mercersburg Academy finishing his sixteenth year. Wells has been attending the reading of the AP Art History exam in June for the past 13 years holding an elevated position of Table Leader, writing multiple choice and free response questions for the annual exam for the last six years. He is a contributor to the 2009 AP® Art History Teacher’s Guide, one of six high school teachers offering an innovative approach to the AP® Art History curriculum. He is also one of three high school educators contributing to the AP® Art History Course Planning and Pacing Guide addressing the new, redesigned curriculum that was released in Fall 2014. Wells is also an accomplished ceramic artist who continues to exhibit regionally and nationally.

Reg Hahne Starting his teaching career in Australia, Reg Hahne immigrated to America and continued his career in the Howard County Public School System, where he retired in 2013. He now shares his expertise continuing as a consultant to the College Board and Howard County Public School System. With 37 years’ experience as a classroom teacher, Reg’s expertise covers the gamut of instructional levels and disciplines from kindergarten through college. Reg has been an AP reader and College Board consultant for over a decade. He was also a member of the AP Development Committee from 2002 to 2006.

Robert Handy Dr. Robert Handy is a social studies educator and AP teacher at Bel Air High School in Harford County, Maryland. His 41-year teaching career has included a private Catholic school in Baltimore City, Southampton Middle School, Fallston Middle/High School, and Bel Air High School. Bob has taught government, law, AP U.S. history, and AP Art history at Bel Air High School. He hosted President Ronald Reagan, 1985, during a 35 minute press conference with his students while teaching at Fallston High School. He was a Harford County Teacher and a Maryland Teacher of the Year in 1988. During the 1990’s, he was affiliated with the Woodrow Wilson Foundation and Princeton University, and he also participated in a program of “teachers teaching teachers” in over 20 cities and colleges in the United States. In 2004, he was named Maryland’s first Preserve America History Teacher of the Year from the Gilder-Lehrman Institute of American history and Mrs. Laura Bush, First Lady of the United States. He has been an AP U.S. History Consultant/Reader since 1995. He has directed American history workshops in over 50 schools and colleges since the early 1990’s. Bob received a Bachelor of Arts degree in American Studies from the University of Maryland, a Master’s degree from the University of Maryland College Park, and he completed his doctorate degree from Morgan State University in 2000.

| 24 | Goucher College AP® Summer Institute

John Hnatow Jr. John Hnatow taught chemistry for 36 years at Emmaus High School in the East Penn School District, Emmaus, PA, where he also was chairperson of the science department. John is an experienced AP Chemistry and Pre-AP science consultant, a chemistry workshop leader, an AP exam reader, table and question leader, and currently is serving on the AP Chemistry Development Committee. He is co-chair of the AP Chemistry Redesign Committee, a College Board Advisor, and has been a member of the College Board’s Science Academic Advisory Committee. John is a mentor teacher for the New Orleans public and charter schools and has presented Saturday sessions for both the National Science and Mathematics Initiative (NMSI) program and the REACH program. He is also a Dreyfus master teacher and was team leader of the WWNFF CHEM4 Chemistry team, with whom he presented over 27 weeklong TORCH institutes for chemistry teachers throughout the country. He has presented numerous topics at APAC, ACS meetings and Chem Ed conferences and also has performed demonstrations at the Flinn-sponsored “An Incredible Evening of Chemistry” during an NSTA meeting in Boston. His notable national awards include the Discovery Center Science Teacher Hall of Fame Inductee, the CMA Catalyst Award, the Tandy Technology Scholars Award, and the Presidential Award for Excellence in Science Teaching.

Kevin Howard Kevin Howard has taught English for 25 years in Fairfax County, VA. Over the past 15 years, he has presented College Board seminars on teaching the AP Language and AP English Literature courses, analytical reading strategies, and pre-AP English curriculum and development. He has also been a reader for the AP English Language and Composition exam. Recently, he has worked as part of the REACH and VASS programs, which attempt to bring the rich AP English curriculum to urban and rural high schools. Additionally, he has published an article in the most recent College Board curriculum development series on argument analysis.

Faculty | 25 |

Ane Lintvedt

John Nici

Ane Lintvedt has taught AP and on-level World history (and other courses) at McDonogh School in suburban Baltimore for over 25 years and is currently the department chair. She has scored both the World and European History AP exams and has been with the World History AP exam reading as a table leader and question leader since its inception. She has served on the test development committee for the SAT II in World History, on the College Board AP World Redesign Commission, as a College Board consultant, and is currently a member of the College Board Academic Advisory Board. Ane has written instructor’s guides and student guides for several of the texts used in AP World History, has written many articles and papers on world history topics and pedagogy, and has presented papers at conferences of the World History Association, the National Council for the Social Studies, and the American Historical Association.

John Nici has been teaching AP Art History since 1991, and has been a reader, table leader and question leader for the exam since 1997. Possessing both a MA in English and a MA in Art History from Queens College, he has taught AP courses in these subjects at Lawrence High School, in Cedarhurst, New York. At Queens College, he is an art history adjunct lecturer teaching two classes per term. In this capacity he has taught subjects as diverse as Medieval Art, Italian Renaissance Art, Neoclassicism and Romanticism, the Art of England and American Art. He has delivered papers at international symposia at Siena College, Western Michigan University, Centre College and Indiana University, and has published scholarly articles on Delacroix and medieval art. For the College Board, he has led both one-day seminars and week-long workshops from California to Maine, including those at prestigious institutions such as Rice University and the Philadelphia Museum of Art, as well as for the state departments of education in West Virginia, and Delaware and the cities of Los Angeles and Rochester, New York. He is also a contributor to College Board professional development publications and is the author of Barron’s AP Art History.

Robert Young McMahan Dr. Robert McMahan is Professor of Music, as well as Coordinator of Music Theory and Composition Studies and the Accordion Major, at The College of New Jersey.. A graduate of the Peabody Institute of The Johns Hopkins University (BM, MM, DMA) and St. John’s College, he taught for many years at the Peabody Preparatory School, Towson University, Essex Community College, The College of Notre Dame, and the University of Maryland, Baltimore County. He is an award-winning composer, noted and recorded classical accordionist, and published music researcher. He has served as an AP reader and question leader for the AP Music Theory Examination and conducted numerous AP Music Theory high school consultancies in Maryland, Delaware, New Jersey, Pennsylvania, Virginia, and New York.

Rafael Moyano Rafael Moyano teaches at the Berkeley Carroll School in Brooklyn, New York. He is an 18-year veteran reader of the AP Spanish Language Exam, having served as reader, table leader, and for the past six years, question leader for the College Board’s AP Spanish Exams. He is a graduate of SUNY College at Oneonta and received his M.A. in Spanish literature from the University of California at Davis. For the last 15 years Rafael has taught AP Spanish Language and Literature courses for secondary school teachers through the Summer Institute at the Taft Educational Center. Rafael has served as a consultant and editor of several widely-used Spanish Pre-AP and AP textbooks. He is currently an active member of the Curriculum Development and Assessment Committee for the new AP Spanish exam.

Barbara Murphy Barbara Murphy taught AP English Language and other college-level courses at Jericho High School for over 24 years. She has been a reader of the AP Language and Composition exam since 1993 and is a consultant for AP English as well as the College Board’s Pre-AP programs. Currently on the faculty of Syracuse University’s Project Advance in English, she is co-author of two AP English review texts: 5 Steps to a 5: AP Language and 5 Steps to a 5: AP Literature, as well as Writing the AP English Essay and Writing an Outstanding College Application Essay, all published by McGraw-Hill. Her newest book is titled, Putting It Together: Researching, Organizing, and Writing the Synthesis Essay. She currently is researching and developing two new secondary English texts on the development of college-level skills of close reading, analytical writing, and critical thinking. After earning her B.A. from Duquesne University and M.A. from the University of Pittsburgh, Barbara did her doctoral coursework at Columbia University. She also holds professional certifications in still photography and motion-picture production and is one of the founding members of the women’s film company, Ishtar Films. | 26 | Goucher College AP® Summer Institute

Frazier O’Leary Frazier O’Leary currently teaches AP English Language and Literature at Cardozo High School in Washington, DC, and has taught English in Washington D.C. Public Schools for 44 years. He also is an assistant professor of English at the University of the District of Columbia. Frazier is a consultant for the College Board in English Language and Literature and is a Table Leader for AP Literature. He is a member of the Board of the Toni Morrison Society and President of the PEN/Faulkner Foundation.

Maria Schmidt Maria Schmidt was the supervisor of social studies K-12 in the Westfield Public Schools in Westfield, New Jersey. She began teaching social studies there in 1972 and authored the curriculum and initiated the high school law-related education program and AP United States Government and Politics course. She is an attorney, former adjunct professor of education at Seton Hall University and currently serves as a member of the Law-Related Education Committee of the NJ State Bar Foundation. Dr. Schmidt has served as a reader, table leader, and question leader at the annual scoring of the AP Government and Politics examination and currently serves as a consultant for the College Board, leading AP workshops and summer institutes throughout the United States. She authored the 1993 edition of the Teacher’s Guide for Courses in AP United States Government and Politics, and in 2002 and 2005 edited the fourth and fifth editions of Multiple-Choice and Free-Response Questions in Preparation for the AP United States Government and Politics Examination and the accompanying teacher’s manual. Over the past several years, she has worked with various publishers in developing AP U.S. Government and Politics teaching material ancillaries for use with their college level U.S. Government textbooks.

Anne Soos Anne Soos is past Head of the Upper School at Stuart Country Day School of the Sacred Heart in Princeton, NJ. She currently teaches Environmental Science and AP Environmental Science and science electives at The Hun School of Princeton. She has taught biology and chemistry at both the introductory and AP levels and has taught APES since the program was introduced in 1998. She has been an AP reader for biology and is currently a reader for environmental science. As an AP Consultant, Anne has led a number of one-day AP workshops and, in addition to Goucher College, has led AP summer institutes at Rensselaerville, NY; Lewes, DE; La Salle University in Philadelphia, PA; and Middlesex County College in Edison, NJ. Anne has edited a number of APES review books for various publishers. Faculty | 27 |

Joann Winkler Joann holds a Bachelor of Science in Art Education from Northern Illinois University and a Master’s Degree in Science in Art Education from Northeast Missouri State University. In addition, graduate credits have been earned from Carleton College, Maryland School of Art, Rhode Island School of Design and the School of the Art Institute of Chicago. Joann is a contributor to the National Vertical Team Guide for AP Studio Art. She has been a College Board Consultant for AP Studio Art for over 10 years and an APSA College Board Reader for 14 years. She established the first AP Studio Art classes at Clinton High School and edited the district Art Curriculum Guide. She is currently the District Curriculum Chair in Clinton, Iowa for the Visual Arts. She has presented at both AP and Pre-AP Studio Art Institutes since 2001 in Colorado, Illinois, Florida, Maine, Maryland, Minnesota, New York, Ohio, Vermont, and Washington.

Pamela Wolfe A teacher and department head at the Yeshiva of Greater Washington in Silver Spring, MD since 1980, Pamela Wolfe has been teaching AP European History for 28 years and has taught the AP Human Geography course since its inception in 2001. She served as an AP Reader for European History for 15 years and as a Table Leader for 6 years. She was on the AP Test Development Committee which writes the AP European History exams. She runs College Board programs in AP European History and AP Human Geography, and teaches AP Summer Institutes for teachers in both subjects at schools such as Manhattan College, Goucher College, Rutgers University, University of South Florida, the College of William and Mary, and Penn State University. She has served as a consultant for textbook companies, reviewing and writing texts and online programs for AP students.

Patricia Zober Patricia J. Zober retired from teaching High School Physics in 2012. She has over 35 years of experience teaching AP Physics at Ringgold High School, Monongahela, PA. Besides her teaching duties, she was the district K-12 science curriculum coordinator. Patricia is an AP physics consultant with the College Board, presenter of one-day, two-day, and weeklong AP Physics workshops, and a former AP Physics Grader. She is a former member of the Selection Committee for the Pennsylvania Governor’s School in the Sciences at Carnegie Mellon University, where she worked with students in projects as well as on half-life and neutronactivation experiments. She also presents workshops one-day, two-day, and weeklong workshops for Vertical Teams in Science for the College Board. Patricia is a physics consultant to the Holt, Rinehart, and Winston Publishing Company, Prentice Hall, Cengage, and Freeman; she has served on the PRAXIS validation Committee for the State of Pennsylvania. Patricia has co-authored a series of physics web pages, a physics laboratory manual, and AP Physics B Examination Books: A Fast Track to a 5—Preparing for the AP B Physics Exam to accompany College Physics, 7th and 8th ed/ and the 8th and 9th ed. Serway, Vuille, and Faughn.

| 28 | Goucher College AP® Summer Institute

General Information

Registration and Fees

Location

AP Courses

Goucher College, established in 1885, is an independent coeducational liberal arts and sciences college accredited by the Middle States Association of Colleges and Schools. The college is located in Towson, MD, about eight miles north of Baltimore and within a short driving distance of Washington, DC, Annapolis, and the Chesapeake Bay. The entrance to the campus is conveniently located on Dulaney Valley Road, one-half block south of Baltimore Beltway (I-695) Exit 27A. It is also easily reached via North Charles Street or York Road.

$1,430 (including $65 non-refundable registration fee)

Registration cannot be accepted or space reserved until we receive your application form and total payment. Please register early. Class size is limited.

Residency Option

All AP Summer Institute participants have the option to reside on campus during the week of the institute. A limited number of new or recently renovated, air-conditioned dorm rooms are available. Room and board includes Sunday night dinner, both breakfast and dinner Monday through Thursday, and breakfast Friday morning. (Lunches are included in the course fee.) The fivenight room and board fee is $500.

Payments and Refunds

The 287-acre wooded campus provides easy access to the cultural, social, and recreational resources of Baltimore, including the National Aquarium, the Inner Harbor, museums, theaters, and Oriole Park at Camden Yards, home of the Baltimore Orioles. The Welch Center for Graduate and Professional Studies is located in Van Meter Hall. Office hours of the center are Monday through Friday from 9 a.m. to 5 p.m. The phone number is 410-337-6200 or 800-697-4646. e y Va ll e y R oad

Tuition and other fees can be paid by personal check, money order, Visa, American Express, or MasterCard. If you are paying by credit card, you may register online at www.goucher.edu/ap.

D u la n

Applicants may withdraw before their classes begin and receive a full refund minus a $65 processing charge. Cancellation of room and board will result in a $25 fee. Refunds are not given after 1 p.m. on the first day of class. The college charges a $25 fee for returned checks. If paying by check, the check should be made payable to Goucher College. All fees and registration forms should be mailed to the Welch Center for Graduate and Professional Studies, Goucher College, 1021 Dulaney Valley Road, Baltimore, MD 21204-2794.

GOUCHER COLLEGE

Special Needs Accessibility If you have special needs (including dietary), please attach a written description of all needs to your registration form. This information is needed at least 10 business days prior to class.

Contact Information

NORTH BALTIMORE

York Road

BALTIMORE COUNTY

The AP Summer Institute at Goucher College grants three graduate credits for each course that a participant completes satisfactorily. Students must complete all written assignments and projects within two weeks of the last day of class. Participants have the option to audit each AP course. All tuition and fees remain the same.

BALTIMORE CITY

Graduate Credit

re et Ch ar les St

TOWSON

MIDTOWN

BALTIMORE DOWNTOWN

Br

id

ge

Shelley Johnson | [email protected] Barbara Bissett | [email protected]

ng hi as W To

410.337.6200 or 800.697.4646 www.goucher.edu/ap

to

n,

DC

Ke

y

Co-Directors of the Teachers’ Institute Goucher College

| 30 | Goucher College AP® Summer Institute

General Information | 31 |

AP® SUMMER INSTITUTE

FAQs

Summer 2015

If I have specific questions about the class, what can I do?

FIRST NAME

LAST NAME

Please check out the course and instructor information on the website (www.goucher.edu/ ap). If your questions are not answered after reading the course syllabus, please email your instructor.

ADDRESS

STREET

CITY

STATE

SOCIAL SECURITY NUMBER

ZIP

How do I know if I am registered? We will send you a confirmation prior to your course. If you have not received a confirmation, please call us at 1-800-697-4646 or email us at [email protected].

SCHOOL

When do I have to decide if I want graduate credit?

I live far away. Can I leave for home early on Friday? We ask that you don’t. The College Board requires 30 class hours for certification.

Can I drive every day? If you are local, you can drive daily — parking is available. Otherwise, the campus is small enough to walk to classes and meals. If you’re flying in, you should plan to use Thurgood Marshall Baltimore-Washington Airport (BWI). The most economical way to reach our campus from the airport is the SuperShuttle (1-800-BLUEVAN).

What should I expect if I stay on campus? If you stay on campus, you’ll have an air-conditioned, single-occupancy dorm room in a twoor four-bedroom suite with a shared bath. We’ll send you detailed information about the rooms when you register.

What should I bring? Check your instructor’s syllabus. Most ask that you bring copies of a lesson plan to share. Laptops are not required for most classes, but many find them useful. If you are staying on campus, past participants suggest that you bring your own towels so that you have more than one set per week.

Remove at perforation and return with payment.

Graduate credit and certificate of attendance (audit) cost the same. You will decide by the Friday of your session if you want graduate credit. This requires the completion of assigned work, due within two weeks of the closing of your institute.

COUNTY/SCHOOL DISTRICT

SCHOOL ADDRESS

STREET

CITY

STATE

ZIP

HOME PHONE

CELL PHONE

SCHOOL PHONE

EMAIL ADDRESS

DATE OF BIRTH

GENDER

COURSE ED NO.

COURSE TITLE

ED NO.

COURSE TITLE

I am taking this course for 4 Credit 4 Audit (no credit)

AMOUNT DUE 4 $1,430 Tuition* 4 $500 Room and board $ _________ Total amount due * includes $65 non-refundable registration fee

PAYMENT INFORMATION 4 Enclosed is a check or money order (made payable to Goucher College). If you are paying with a credit card, you may register online at www.goucher.edu/ap. Full payment must be submitted with the registration form. If paying by check, please make your check payable to Goucher College and mail it with this registration form to the Welch Center for Graduate and Professional Studies, Goucher College, 1021 Dulaney Valley Road, Baltimore, MD 21204-2794.

| 32 | Goucher College AP® Summer Institute

www.goucher.edu/ap

Summer 2015

AP SUMMER INSTITUTE

GOUCHER COLLEGE ®

C15288-3506

Welch Center for Graduate and Professional Studies 1021 Dulaney Valley Road Baltimore, Maryland 21204-2794

Nonprofit Org. U.S. Postage PAID Baltimore, MD Permit No. 805