The registration price includes AP course materials, breakfast on Monday, breakfast and lunch on Wednesday, and refreshments throughout the week.
Noncredit: UW–Madison APSI participants can enroll in APSI as noncredit experience for $750.
Credit: UW–Madison APSI participants can enroll in APSI as a credit experience for $850 and earn two university credits. Credits earned will appear on a UW-Madison transcript.
Registration for the 2015 APSI is now open. Click the "Register Now" button below to go the online registration page.
If you wish to register by mail, use the following form: 2015 APSI Register By Mail
If you have registered for the institute and cancel 60 days or more before the event starts you will receive a full refund of the registration amount minus a $50 administrative fee. If you cancel less than 60 days in advance of the institute there will be no refund. Please contact Matthew Freid for more information.
APSI General Information
Hosted by the University of Wisconsin-Madison, this Advanced Placement (AP) Summer Institute offers a unique learning experience for teachers interested in expanding their knowledge of AP course content, structure, and methodology. Learn from faculty members and experienced AP consultants who are dedicated to improving student achievement by providing teachers with valuable tools and strategies for their classrooms.
Participants are strongly encouraged to bring a laptop or tablet to use throughout the week. Complimentary wireless internet access is available at the Pyle Center and Wisconsin Institute for Discovery for APSI participants.
The Pyle Center is located at 702 Langdon St., Madison, WI 53706.
The Wisconsin Institute for Discovery (Biology only) is located at 330 N. Orchard St., Madison, WI, 53715.
The Chemistry building (Chemistry only) is located at 1101 University Ave., Madison, WI, 53706.
The Education Outreach and Partnerships (EOP) office is pleased to announce that we are offering ten partial scholarships in the amount of $350 for one participant in each of the Advanced Placement Summer Institute subject areas. Scholarships will be awarded to applicants whose responses best align with the EOP and College Board's mission of increasing equity and access in Advanced Placement courses.
Scholarship applications are still being accepted in the following subject areas ONLY: Calculus AB/BC and Statistics.
The College Board offers grants to teachers whose schools meet certain criteria. See the link below for details.
We reserve the right to cancel a course if enrollment is insufficient. Courses with insufficient enrollment will be cancelled no later than June 1, 2015. All participants and schools will be notified if a course is cancelled. Participants registered in a cancelled course will receive a full refund. The reimbursement will be issued to the individual or school who paid the registration fee. We do not reimburse travel, lodging, or any other expenses associated with our institute in the case of a course cancellation.
Help your students prepare for the challenges of AP Biology that will lead them towards greater scientific thinking skills, practices in science, and knowledge in biology. This AP Biology course will help instructors implement the new AP Biology redesign, which shifts the focus from a traditional “content coverage” model of instruction to one that focuses on enduring, conceptual understandings and the content that supports them. This approach will enable students to spend less time on factual recall and more time on inquiry-based learning of essential concepts. Scientists from UW-Madison will share their expertise and resources throughout the week. Visits to various campus research facilities will also be arranged.
Ed has been teaching AP Biology since 1991. He is a reader for the AP Biology Exam and has also served as a consultant for one-day workshops and summer institutes for the past eight years. He recently wrote one of the four Planning and Pacing Guides for the revised AP Biology course. He was named Teacher of the Year in 2010 at J.W. Mitchell High School in New Port Richey, Florida,
where he also serves as Science Department Chair.
Kevin Niemi, Ph.D.
Dr. Niemi is the Outreach Program Manager III and Director at UW-Madison Institute for Biology Education and UW Office for STEM Outreach. He is the appointed member of WI DPI Superintendent's Science Leadership Team, President of Wisconsin Society of Science Teachers, National Assessment Governing Board, and the NAEP Achievement Levels-Setting panelist in 2010. He was awarded the Fulbright Senior Specialist Award in 2007. email@example.com
This course emphasizes a multi-representational approach to calculus with concepts, results and problems being expressed graphically, numerically, analytically and verbally. Throughout the course, participants will discuss the philosophy of AP Calculus, classroom pedagogy, classroom evaluation, the AP exam scoring, student motivation, and topics brought up by participants. Together, we will review past exams as well as the free-response questions from the current exam and multiple-choice questions from the most recent released exam. Class discussions will drive much of the class. Participants will leave with many valuable resources. We will discuss the course changes that will go into effect for the 2016-17 school year. Please bring your own graphing calculator.
Vic Levine, adjunct faculty at Madison College, retired AP Calculus teacher at Memorial High School in Madison, WI; recipient of the Edyth May Sliffe Award for Distinguished Mathematics Teaching from the Mathematical Association of America (1999 and 2000); Siemens National Teaching Award; reader, table leader and question leader for Calculus AB and BC since 1991; certified College Board workshop consultant and presenter throughout the country since 1993; College Board mentor for consultants; retired member of the Wisconsin Advanced Placement Advisory Council.
(608) 220-2948; firstname.lastname@example.org
Oh Hoon Kwon, Ph.D.
Dr. Kwon is a math 13x Course Supervisor and is part of the Academic Staff in the Department of Mathematics at the University of Wisconsin-Madison. He is a member of the Math Education Liaison Committee and Undergraduate Program Committee and served as the 2012 APSI Calculus Instructor and Research in Undergraduate Mathematics Education (RUME). email@example.com
The AP Summer Institute in Chemistry will focus on assisting AP teachers in building the foundations for success in teaching the redesigned AP Chemistry curriculum. An emphasis will be placed on the new curriculum framework and its implementation in your classroom. The updated AP Chemistry curriculum framework will be examined, with emphasis on the Big Ideas, Enduring Understandings, Essential Knowledge, Science Practices, and the Learning Objectives that constitute the new course. The week will involve a morning session that focuses on content and afternoon sessions that will be spent in the lab.
Content that has been introduced and updated (photoelectron spectroscopy (PES), hybridization, molecular orbital theory) as well as content that has been reduced in scope or eliminated will be noted and explained. Laboratory investigations will be incorporated with the discussion of the theory, with special emphasis on student inquiry labs. Participants will perform laboratory exercises with various levels of inquiry. Several of these will be taken from the new AP Chemistry Inquiry Based Laboratory Lab Manual. In addition, participants will practice converting some of their current favorite experiments from standard laboratory format to both guided and open inquiry styles.
Throughout the course of the week, the following topics/content will be addressed: the 2014 exam, grading rubrics, free response questions, writing assessment questions, the course audit, syllabus requirements, sharing of best practices, and more. Teachers will also prepare an AP level activity or unit plan in small groups during the week and present their work on Friday as the final culmination of the APSI experience.
Bill has been teaching AP Chemistry since 1982 when he started the AP program at a small independent school in southern Alberta, Canada. He is currently in his 14th year at Gilmour Academy in Gates Mills, Ohio after having spent 15 years as the holder of the Helen Childs' Boyden Distinguished Chair in Teaching and Science Department Chair at Deerfield Academy in western Massachusetts. He is a Workshop and Summer Institute Leader and Exam Table Leader for the AP Program, an AP Chemistry Test Item, AP Lab Manual, and AP Insight Performance Task writer for the College Board and served as a member of the American Chemical Society High School Examination Committee from 1998 to 2005. He is also an NCAA Lacrosse official and a former hockey coach.
Tony Jacob Dr. Jacob is the Director of the Chemistry Learning Center. He was awarded the James W. Taylor Excellence in Teaching Award (2013), Academic Staff Mid-Career Excellence Award (2002), was the Chemistry Program coordinator for the Summer Enrichment Program (1993-2001), Norman Bassett Award for Outstanding Achievement in Student Services (1999), and helped establish the Institute for Chemical Education SPICE (Student-Presented Interactive Chemistry Experiences) program (1990). firstname.lastname@example.org
English Language and Composition
Key areas to be covered in this course include: discussing the ramifications of the College Board’s Equity and Access philosophy; preparing students for the AP Language examination; using the features of the AP exam to enhance curricula; using past examinations to analyze how the exams are scored; discussing strategies to approach the challenging subject of rhetorical analysis and practicing these strategies with readings; incorporating research in student writing and within the synthesis process; creating arguments based on personal knowledge and experience; using fiction in a course that, theoretically, focuses exclusively on non-fiction; considering how to maintain “voice” when writing “formulaic-style” essays. Additionally, participants will learn about current university practices in composition, writing across the curriculum and writing for a variety of purposes. The session is discussion-based, and participants will be asked to share their curricula and teaching strategies, and present a best practices unit on the final day.
Michael KnoedlerMr. Knoedler is an English Language session co-facilitator and AP Language exam reader. He has also served as a College Board consultant as a mentor-mentee training program for consultants since 2005. He formerly taught Honors English and currently focuses on AP Language and Composition, and AP Literature and Composition at Dodgeville High School in WI. email@example.com.
Karen Redfield, Ph.D.Dr. Redfield is the Undergraduate English Advisor at UW-Madison. She taught college composition for many years, both here and abroad. She has recently retired from MATC where she taught composition and literature, and mentored new instructors. She is the principle author on the first-year experience textbook Foundations of Learning (2008). firstname.lastname@example.org
This course will help participants develop skills, strategies, assignments, and background knowledge to prepare students for the AP English literature exam and college literature courses. Attendees will practice approaches to teaching close reading, as well as explore a range of ways of understanding and teaching historical periods, literary genres, and styles. We will discuss different schools of thought around literary analysis that are part of the college scene today, as well as creative ways for developing critical writing skills. All of this will take place in a lively context of active participation and group discussion, where teachers will share and explore their experiences, challenges, and ideas.
Mr. Reynolds is a teacher and coordinator for the English Department at Hononegah High School in Rockton, IL. He is also an AP consultant for the Illinois State Board of Education and an advanced Ed consultant. He is a recipient of "Those Who Excel" Award. email@example.com
Caroline Levine, Ph.D.
Dr. Levine is a professor of English at the University of Wisconsin-Madison specializing in Victorian literature. She has published two books: The Serious Pleasures of Suspense and Provoking Democracy: Why We Need the Arts. She is also an editor of the Norton Anthology of World Literature and a recipient of two teaching awards. firstname.lastname@example.org
This course introduces the systematic and scientific study of the behavior and mental processes of human beings and other animals. Included is a consideration of the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. With the National Teaching Psychology Standards at its core, participants will explore the scientific study of psychology through the seven identified domains. Content core concepts, and AP psychology test structure will be discussed, with particular emphasis on the essay portion. Projects and activities that build content and the development of scientific attitudes and skills, including critical thinking, problem solving, and literacy will be shared and developed.
Ms. Fenton has been teaching Psychology since 2004 and currently teaches at Adlai E. Stevenson High School. She has a master's degree in Psychology and has been an AP Reader since 2008. She is the co-author of the review book AP Psychology All Access. In 2013 she was awarded the American Psychological Associations' Teachers of Psychology on Secondary Schools (TOPSS) Excellence in Teaching Award.
Debora Gil R. Casado
Ms. Casado is an AP Psychology teacher at Madison Memorial High School with 30 years of teaching experience. She has a Masters in Teacher Leadership, and is a National Board Certified Teacher. She has also served as an AP Reader for 6 years and was a recipient of the MMSD iPad Initiative Grant.email@example.com.
Spanish Language and Culture
The AP Spanish Language & Culture course will provide high school teachers with an overview of the four sections of the AP exam which include: listening, reading, writing, and speaking. We will review the recent changes to the exam and discuss the College Board Equity & Access Policy. Participants will share ideas for teaching AP Spanish via an active discussion format. Teachers will also prepare an AP level activity or unit plan in small groups during the week and present on Friday as the final culmination of our summer institute experience. The week will involve a morning session that highlights key Spanish language content and culture and university level expectations of incoming freshman students studying Spanish while the afternoon sessions will consist of exploring AP related aspects such as how to implement the new scoring guidelines and how to prepare students for the persuasive essay. All participants will be encouraged to share ideas and strategies.
Dr. Michelle M. Daly
Dr. Daly is an AP Consultant for AP Spanish Language and Culture and has been an AP Reader for two years. She has lived in Puerto Rico and Mexico and has over ten years of teaching experience in Chicago Public Schools and currently teaches at Lane Tech H.S., a selective enrollment public high school in Chicago, Illinois. She is an elected teacher representative for the Local School Council, Chair of one of the largest World Language Departments in the state of Illinois, winner of several Alumni Association teacher grants, and is a member of AATSP, ACTFL, and ICTFL.
Professor Pujol was born in France and moved to Mexico City when she was nine years old. She learned Spanish and fell in love with Mexican culture. In 1989, she moved to the United States with her family. She graduated from a French high school, went on to pursue a Bachelor's Degree in Spanish Literature at Marquette University, and earned a Master's Degree and PhD in Latin American Literature at the University of Wisconsin-Madison. She has been teaching the Spanish language at all levels since 1997 and is extremely passionate about her profession.
This course will deepen understanding of AP Statistics in a collaborative environment. Big ideas include exploring and visualizing one and two variable data, sampling and experimentation, probability, random variables, sampling distributions, and statistical inference via confidence intervals and hypothesis tests. Simulation is used throughout to increase understanding. We will explore and engage the content through activities that can be implemented immediately in the classroom. Learning is supported with an introduction to graphing calculators and the statistical software package R. Old AP exam questions will be unpacked with a focus on the rubrics used to grade the questions. Participants are strongly encouraged to bring a graphing calculator and laptop if possible.
Mr. Wilcox is a math teacher and department chairperson at East Kentwood High School in Kentwood, Michigan. He has written questions for the AP Statistics exam and has been a reader for the past two years. His AP Statistics students have consistently outperformed national averages with a 98% pass rate over the past eight years. He has recently been named as a finalist for Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST).
Mr. Gillett is a lecturer in Statistics at UW-Madison. He teaches Introductory Data Analysis with R and several Introductory Statistics courses. As a UW-Madison Blended Learning Fellow, he is working on replacing lectures with online presentations in order to facilitate individual and group active learning.
U. S. Government
This course covers a range of issues that will be of interest to high school teachers who offer Advanced Placement and regular high school classes in United States Government and Politics. The morning session focuses on substantive content for classes on American politics, covering Congress, the presidency, the bureaucracy, the courts, and political parties. The afternoon sessions will be focused on your high school course. We will go over the 2015 AP American Government Exam, review various textbooks and other classroom resources, provide an overview of the AP syllabus (and how to get that approved by College Board), provide Internet resources on various governmental and political websites (including discussion of various AP-relevant websites and materials), discuss policy simulations, and provide ideas on how to structure classroom debates on various political issues. We will also explore other classroom exercises that participants in the seminar share with each other and discuss how to prepare your students for the AP exam. One of the real strengths of this class is the extent to which we all learn from each other.
David Canon, Ph.D.
Dr. Canon is a professor in the Department of political science at the University of Wisconsin-Madison. He is a recipient of the 2008 Chancellor’s Distinguished Teaching Award and is co-editor of Legislative Studies Quarterly. He has authored three scholarly books, including the award-winning "Race, Redistricting, and Representation," and has published in numerous journal articles and book chapters including an introductory American government textbook (in its third edition). In the course of his 26 years as an educator, he has taught Introduction of American Politics to more than 10,000 students. firstname.lastname@example.org.
Mr. Kuhn has been teaching at Mundelein High School (IL) for 15 years and teaching AP U.S. Government and Politics for the past 6 years. He has been an AP reader since 2006.
This course is designed to provide all high school history teachers with fresh directions in American history and pedagogical methods centered on the use of primary sources. The morning sessions consist of a graduate-level seminar dealing with recent scholarship on contemporary accounts of historical events. The afternoon practicum centers on teaching techniques. A significant portion of the summer institute will be dedicated towards looking at the new curricular framework, themes, learning objectives, historical skills, and exam style of the reconstructed AP US history class. Topics include: integrating primary sources and their analysis into daily assignments, preparing students for the document-based question, structuring the syllabus around select historical themes, and improving students’ skills in research and writing.
Mr. Coffey is an AP U.S. History teacher at Brookfield East High School. He was selected as the Mensa Education and Research Foundation's Distinguished Teacher of the Year in 2011. email@example.com
Stephen Kantrowitz, Ph.D.Dr. Kantrowitz is Professor of History at the University of Wisconsin-Madison. He is recipient of the Chancellor's Award for Distinguished Teaching and is a Distinguished Lecturer by the Organization of American Historians. He has authored or edited three scholarly books, including Ben Tillman and the Reconstruction of White Supremacy and More Than Freedom: Fighting for Black Citizenship in a White Republic, 1829-1889. firstname.lastname@example.org