DirectionsAdvanced Placement® Summer Institutes 2012
Preparation for Teaching AP Classes
Valdosta State University (VSU) Continuing Education has teamed up with the Dewar College of Education to provide week-long Advanced Placement Summer Institutes® (APSI) for teachers committed to the pursuit of enhanced teaching and learning. This year we are offering the following course.
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For more information, click on a class title below or scroll down the page. Click here for PLU Requirements |
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| Course | College Board Consultant | Dates | Click HERE Fee & Cancellation Policies Housing and Travel Information |
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| Biology | Tom Willis | July 9-13, 2012 | |||||||||
| Calculus | Deb Costello | July 9-13, 2012 | |||||||||
| English Literature and Composition | Elfie Israel | July 16-20 , 2012 | |||||||||
| Our summer institutes serve to provide guidance and curriculum development assistance to the new teacher preparing to teach Advanced Placement® (AP) courses and to update and refine skills of the experienced teacher. Courses focus on positive and effective teaching strategies and practical classroom use of AP® materials. During the week long session information is shared regarding what is new in the AP® curriculum, as well as offering an overview of the AP® semester/year long course, its objectives, and exam content. Advanced Placement® Summer Institutes are appropriate for those currently teaching (AP)® courses, as well as for those who will be teaching AP® courses, honors and/or accelerated classes, and special courses that feed into an AP® program. | |||||||||||
Register early - Space is limited. In an effort to maximize facilitator and participant interaction, APSI programs are limited to 20 students at Valdosta State University. |
PLU credit and certificates |
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| Certificate and PLU credit requirements: College Board Southern Regional Office Requirement Participants who miss more than 10% of the AP® Summer Institute will not be given a certificate of completion. Participants wishing to earn PLU credit must complete and return a Prior Approval form before the course begins. This form will be sent to you with your registration receipt. A Letter of Completion will be sent to the school system designee as indicated on the Prior Approval form upon the participant’s successful completion of the course. Successful completion requires that the CollegeBoard attendance requirement is met and that the course facilitator signs the completion form indicating all class requirements were met. |
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Housing and Travel Information (for APSI programs):
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AP® Summer Institute classes will be held at: Valdosta State University Regional Center for Continuing Education 903 N Patterson Street |
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2012 AP Summer Institutes at Valdosta State University
AP® Biology (3 PLUs)
General Information: Workshops and Summer Institutes
Introduction and Goals of the AP® Biology course*
Introduction
The AP Biology course is designed to be the equivalent of a two-semester college
introductory biology course usually taken by biology majors during their first year.
After showing themselves to be qualified on the AP Exam, some students, in their first
year of college, are permitted to take upper-level courses in biology or register for
courses for which biology is a prerequisite.
Other students may have fulfilled a basic
requirement for a laboratory-science course and will be able to undertake other
courses to pursue their majors.
AP Biology should include those topics regularly covered in a college biology
course for majors. The college course in biology differs significantly from the usual
first high school course in biology with respect to the kind of textbook used, the range
and depth of topics covered, the type of laboratory work done by students, and the
time and effort required of students.
The textbooks used for AP Biology should be
those used by college
biology majors. The kinds of labs done by AP students must be
the equivalent of those done by college students.
The AP Biology course is designed to be taken by students after the successful
completion of a first course in high school biology and one in high school chemistry as
well. It aims to provide students with the conceptual framework, factual knowledge,
and analytical skills necessary to deal critically
with the rapidly changing science of
biology.
*excerpt from the College Board Course description (effective Fall 2010) page 4, http://apcentral.collegeboard.com/apc/public/repository/ap-biology-course-description.pdf
Goals
The AP Biology Development Committee conducts surveys in which professors at
colleges regularly receiving the most AP students respond to a questionnaire asking
them to describe the content of their introductory biology courses for biology majors.
The AP Course Description that follows was developed by the committee after a
thorough analysis of survey results.
The AP Biology Exam seeks to be representative of the topics covered by the
survey group. Accordingly, goals have been set for percentage overage of three
general areas:
I. Molecules and Cells, 25%
II. Heredity and Evolution, 25%
III. Organisms and Populations, 50%
These three areas have been subdivided into major categories with percentage
goals specified for each. The percentage goals should serve as a guide for designing
an AP Biology course and may be used to apportion the time devoted to each category.
The exam is constructed using the percentage goals as guidelines for question
distribution.
The two main goals of AP Biology are to help students develop a conceptual
framework for modern biology and an appreciation of science as a process. The
ongoing knowledge explosion in biology makes these goals even more challenging.
*excerpt from the College Board Course description (effective Fall 2010) page 4, http://apcentral.collegeboard.com/apc/public/repository/ap-biology-course-description.pdf
Pre-course information and preparation suggestions from the course consultant:
Facilitator Information:
Dates: July 9-13, 2012
Time: Monday - Friday, 9 AM - 4:30 PM
Location: Regional Center for Continuing Education
College Board Consultant: Tom Willis
Fee: $550 Prior to June 8, 2012 (Registration with full payment or confirmed school purchase order.)
$625 After June 8, 2012 (Registration with full payment or confirmed school purchase order.)
Click here for refund and cancellation policy
Registrations will not be considered as confirmed until a completed registration form
and payment (or confirmed school purchase order) are received.
Back to the top of this list
Register
AP® Calculus A/B (3 PLUs)
General Information: Workshops and Summer Institutes
Introduction and Goals of the AP® Calculus A/B*
Introduction
AP courses in calculus consist of a full high school academic year of work and are
comparable
to calculus courses in colleges and universities. It is expected that students
who take an AP course in calculus will seek college
credit, college placement or both
from institutions of higher learning.
The AP Program includes specifications for two calculus courses and the exam for
each course. The two courses and the two corresponding exams are designated as
Calculus AB and Calculus BC.
Calculus AB can be offered as an AP course by any school that can organize a
curriculum for students with mathematical ability. This curriculum should include all
the prerequisites for a year’s course in calculus listed on page 6. Calculus AB is
designed to be taught over a full high school academic year. It is possible to spend
some time on elementary functions and still teach the Calculus AB curriculum within
a year. However, if students are to be adequately prepared for the Calculus AB Exam,
most of the year must be devoted to the topics in differential and integral calculus
described on
pages 6 to 9. These topics are the focus of the AP Exam questions.
*excerpt from the College Board Course description (effective Fall 2010) page 4, http://apcentral.collegeboard.com/apc/public/repository/ap-calculus-course-description.pdf
Goals
| • Students should be able to work with functions represented in a variety of ways: graphical, numerical, analytical or verbal. They should understand the connections among these representations. • Students should understand the meaning of the derivative in terms of a rate of change and local linear approximation and should be able to use derivatives to solve a variety of problems. • Students should understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of change and should be able to use integrals to solve a variety of problems. • Students should understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus. • Students should be able to communicate mathematics and explain solutions to problems both verbally and in written sentences. • Students should be able to model a written description of a physical situation with a function, a differential equation or an integral. • Students should be able to use technology to help solve problems, experiment, interpret results and support conclusions. • Students should be able to determine the reasonableness of solutions, including sign, size, relative accuracy and units of measurement. • Students should develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment. |
*excerpt from the College Board Course description (effective Fall 2010) page 6, http://apcentral.collegeboard.com/apc/public/repository/ap-calculus-course-description.pdf
Pre-course information and preparation suggestions from the course consultant:
Workshop participants will discuss various methods of content presentation and sequencing, student and textbook selection, and teaching strategies; develop a curriculum outline; practice problems from all sections of the AB curriculum; gain insight into the design and grading of the AP Calculus AB Exam by practicing evaluation of the Free-Response Exam; evaluate and structure the teaching of the AP syllabus to reflect the usage of the graphing calculator. Participants should bring a graphing calculator to the session.
Facilitator Information:
Deborah Costello has been teaching AP Calculus for more than 20 years, has been an AP reader for 6 years, and an AP consultant for 12 years. She currently serves as the Mathematics Department Chair at Trinity Preparatory School in Winter Park, Florida. She has done presentations on calculus, calculators, and technology at FETC, FCIS, and the AP National Convention.
Dates: July 9-13, 2012
Time: Monday - Friday, 9 AM - 4:30 PM
Location: Regional Center for Continuing Education
College Board Consultant: Deb Costello
Fee: $550 Prior to June 8, 2012 (Registration with full payment or confirmed school purchase order.)
$625 After June 8, 2012 (Registration with full payment or confirmed school purchase order.)
Click here for refund and cancellation policy
Registrations will not be considered as confirmed until a completed registration form
and payment (or confirmed school purchase order) are received.
Back to the top of this list
Register
AP® English Language and Composition (3 PLUs)
General Information: Workshops and Summer Institutes
Introduction and Goals of the AP® English Literature and Composition course*
Introduction
An AP course in English Language and Composition engages students in becoming
skilled readers of prose written in a variety of rhetorical contexts, and in becoming
skilled writers who compose for a variety of purposes. Both their writing and their
reading should make students aware of the interactions among a writer’s purposes,
audience expectations, and subjects, as well as the way genre conventions and the
resources of language contribute to effectiveness in writing.
*excerpt from the College Board Course description (effective Fall 2010) page 7,
http://apcentral.collegeboard.com/apc/public/repository/ap-english-course-description.pdf
Goals
The goals of an AP English Language and Composition course are diverse because
the college composition course is one of the most varied in the curriculum. Although
the college course provides students with opportunities to write about a variety of
subjects from a variety of disciplines and to demonstrate an awareness of audience
and purpose, the overarching objective in most first-year writing courses is to enable
students to write effectively and confidently in their college courses across the
curriculum and in their professional and personal lives. Most composition courses
emphasize the expository, analytical and argumentative writing that forms the basis of
academic and professional communication, as well as the personal and reflective
writing that fosters the development of writing facility in any context. In addition,
most composition courses teach students that the expository, analytical and
argumentative writing they must do in college
is based on reading as well as on
personal experience and observation. composition courses, therefore, teach students
to read primary and secondary
sources carefully, to synthesize material from these
texts in their own compositions, and to cite sources using conventions recommended
by professional organizations such as the Modern Language Association (MLA),
the University of Chicago Press (The Chicago Manual of Style), the American
Psychological Association (APA) and the Council of Biology Editors (CBE).
*excerpt from the College Board
Course description (effective Fall 2010) page 7, http://apcentral.collegeboard.com/apc/public/repository/ap-english-course-description.pdf
Pre-course information and preparation suggestions from the course consultant:
Facilitator Information:
Dates: July 16 - 20, 2012
Time: Monday - Friday, 9 AM - 4:30 PM
Location: Regional Center for Continuing Education
College Board Consultant: Elfie Israel
Fee: $550 Prior to June 8, 2012 (Registration with full payment or confirmed school purchase order.)
$625 After June 8, 2012 (Registration with full payment or confirmed school purchase order.)
Click here for refund and cancellation policy
Registrations will not be considered as confirmed until a completed registration form
and payment (or confirmed school purchase order) are received.
Back to the top of this list
Register
Additional programs for teacher recertification:
| Valdosta State University Continuing Education has partnered with Virtual Education Software, inc.(VESi) to offer professional learning unit courses for K-12 educators. These interactive continuing education courses provide expert instruction at a pace that fits your schedule |
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| Now available in two formats! Please specify your preference when registering 1. CD-ROM Based Instruction using your own computer 2. Online access using a computer with access to high-speed Internet |
Click here for a list of course titles and brief course descriptions or Click HERE for complete information on all VESi courses Click here for Computer System and PLU Requirements |
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Instructor-paced PLU Courses Online (all instructor-paced, 6 week online courses noted here are approved for 2 PLUs) |
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| Click here for a schedule of starting dates Click here for a complete list of online courses approved for PLU credit |
Click here for Computer System and PLU Requirements |