Course Descriptions

Calculus AB
Kaye Autrey, Mauldin High School, Mauldin SC

Register Online for Calculus AB: Combined Teachers for this new “Updated” content for 2016/17

This institute will focus on the AP Calculus AB curriculum as outlined by the College Board. Major topics in the 2014-2015 curriculums will be investigated from a numerical, graphical and analytical point of view. Graphing calculator technology will be incorporated. Curriculum topics will be introduced via lecture and demonstration, problem solving activities, and cooperative learning. Participants will review calculus topics, develop teaching strategies and formulate forms of assessment. Group discussions will focus on the issues of teaching an AP Calculus course – such issues to be determined from the needs and interests of the participants at the institute. Some issues identified for discussion in the past: student selection, prerequisite coursework, homework, grading, Free Response Questions, AP exam preparation, etc.

Calculus BC
Lisa Putnam, Career Center, Winston-Salem, NC

Register Online for Calculus BC: Combined Teachers for this new “Updated” content for 2016/17

The AP Calculus BC course will encompass a review of most topics in the curriculum, with particular emphasis on topics specific to the BC content: parametric and polar equations, logistic models and Euler’s method, advanced integration techniques, improper integrals, convergence tests, and series. All topics will be covered from a numerical, analytical, and graphical point of view. Trends in the AP Exam over the last several years will be discussed and applied to the calculus concepts, and perspectives on how readers assess different types of questions will further these analyses.   Discussions will also be held concerning structure of the class, forms of assessment, and AP Exam review. Participants will be provided numerous resources and classroom materials as well as multiple levels of instructional strategies. Workshop instruction will be enhanced by group work, discussions, and activities.

Steven Thompson, Brookwood High School, Snellville, GA

Register Online for Chemistry

With the roll out of the new curriculum in AP Chemistry, we will be discussing audit and new syllabus requirements, the 6 big ideas with learning objectives, and guided inquiry based labs. Additional topics will be discussed as selected by the group based on the group’s teaching experiences and knowledge. Register early: due to lab space this course is capped at 24.

English Language and Composition, Beginner (for teachers who have never taught AP or who have 1-3 years teaching AP experience)
Patricia Vandever

Register Online for English Language and Composition, Beginner

Participants in this institute will engage in a comprehensive, collaborative exploration of designing and teaching an Advanced Placement English Language and Composition course. We will review and discuss rhetorical terminology and concepts with an emphasis on how to help students apply them in critical reading and analytical writing. Special topics and focus areas will be determined by participant needs, experience, and interests, but our primary work will include syllabus development, AP Audit preparation, assessment/examination strategies, text/materials selection, and basic to advanced teaching strategies. While we will analyze print and non-print texts from a range of areas and issues throughout the week, our feature theme for this APSI will be “Reading the Image: Art and Media as Argument.” A couple special features of our week will be a field trip to the Reynolda House Museum and a simulated AP essay reading that will include a review of prompts and sample student essays from past AP English Language exams.

English Literature and Composition, Beginner (for teachers who have never taught AP or who have 1-3 years teaching AP experience)
Bill Pell, Spartanburg Day School, Spartanburg SC

Register Online for English Literature and Composition, Beginner

Participants in this institute explore the philosophy, structure, and grading of the AP English Literature course and examination. The class spends substantial time on the analytical processes that drive AP English Literature, focusing on tone, irony, point of view, poetry, and “Syntaxwhat’sthat.” Symbol/allegory, prose analysis, and figures of speech are also emphasized. These elements “keep it simple” and provide a framework for teachers to develop a curriculum and for students to learn to analyze AP style. The institute examines composition strategies for the AP classroom. Student essays from recent English examinations are important here, and a simulated AP reading is part of this segment. The institute suggests strategies for teaching and taking the multiple-choice section of the AP exam, including a simulated multiple-choice session. Finally, the institute suggests options for curriculum, parallel, and classroom content, summer reading, vocabulary, creative and journal writing, and what to do after the AP exam.

Government and Politics, United States
Jonathan Milner, North Carolina School of the Arts

Register Online for Government and Politics, United States

During the U.S. Government and Politics section you will:

  • Become familiar with the AP U.S. Government and Politics curriculum and exam structure
  • Receive exams, lessons and supplementary materials
  • Design lessons, exams and strategies to build student success
  • Learn AP U.S. government content
  • Practice integrating technology into the AP U.S. Government curriculum

During our seminar we will cover

  • Goals
  • Concerns, expectations, questions
  • AP philosophy
  • AP exam structure
  • National AP statistics
  • Student selection
  • Curriculum content, content, content
  • Methodology
  • Syllabus
  • Free Response Review
  • Multiple choice exam review
  • AP Free Response Exam Workshop
  • AP Multiple Choice Exam Workshop
  • Model lessons
  • Journal reviews
  • Outside readings
  • Textbook selection
  • Building critical thinking
  • Supplementary materials and programs
  • Technology, technology, technology
  • Connections to AP Comparative Politics
  • Beyond AP
  • Engaging student citizens

Please bring the following

  • Your current class syllabus (if you have one)
  • Your textbook (if you have it. AP textbooks will be provided)

If you have any questions, please contact Jonathan Milner at
You can connect to our AP Government class website at

Larry Stombaugh, The Career Center, Winston-Salem, NC

Register Online for Psychology

The AP Psychology course for the Wake Forest Summer Institute will include a comprehensive review of course content. The first three days of the workshop will include an overview of the important terms and concepts of the course as will as an integration of activities and assignments that supplement the course content. One day will be devoted to helping teachers to prepare students for the AP Exam with an emphasis on helping them with the Free-Response section of the Exam. The last day of the institute will focus on planning and scheduling to help participants to develop a pacing guide. During the week, there will also be a two hour lab during which participants will be able to visit websites that complement the course as well as to review labs that students can do to assist them in their learning of the course content.

Spanish Language and Culture, Combined Teachers

Liliana Smith, Weston High School, Weston, MA

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This summer institute will address the redesign of the AP Spanish Language and Culture course. We will analyze with detail the new examination, learn how to use the new curriculum framework, address the importance of “culture”, study the modes of communication, and share best practices and techniques for a successful implementation of the new thematic contexts.
By the end of the week, participants will gain practical knowledge, instructional strategies, and innovative activities to successfully teach this course, as well as share effective techniques.During this week, we will review goals, curriculum, pacing guides, and methodology. The audit process and creation of syllabi will be analyzed and samples will be provided.Participants will have the opportunity to learn strategies for holistic assessment and develop activities that reflect the integration of modes. Moreover, we will explore hands on ways to incorporate technology and authentic sources into the classroom to improve the integration of skills. We will work with many authentic sources and websites, learn how to develop and use essential questions, and sample various thematic units to increase proficiency. Participants are encouraged to bring a laptop or iPad, current syllabus (if applicable), and a successful class activity to share.
This course is intended for both experienced and new teachers. Contact:

United States History, Combined Teachers
Thomas F Sleete, Thomas Jefferson High School for Science & Technology

Register Online for United States History: Combined Teachers for this new “Updated” content for 2016/17

The goals of this course are to assist both the teacher and his/her students manage the scope, depth, and complexities of the AP US History course, and to explore the vast range of textual, visual, and internet resources which, if employed efficiently, will enrich many aspects of the subject and lead to both success in the new exam format and, more importantly, a deeper knowledge and understanding of American History. Among the topics and activities that will be included in the various sessions are:

  • Course Redesign: There have been significant changes made to the APUSH course that took effect in the fall of 2014, and were significantly revised in July of 2015. The changes maintain the flexibility to focus on specific historical topics, events, and issues in depth. The focus of this summer’s institute will be devoted to covering these changes and planning how to implement them into each teacher’s classroom..
  • Tools for a successful AP® Course: They include Historical Thinking Skills and the Course, Developing Student Understanding, Using the Concept Outline, Using the Thematic Learning Objectives, Creating and Supporting Historical Arguments, Analyzing Historical Sources, and Evidence Interpretation.
  • How to create an effective AP® program and recruit students: This segment of the workshop will deal with the information necessary to setting up a successful program. Achieving equity and review of the audit process will be covered. Furthermore, suggestions for textbook selection, choosing outside readings both primary and secondary, and access to online resources will be discussed.
  • Provide an overview of the structure of the exam: This session will discuss details of the newly redesigned exam and the skills necessary for success in same. Testing tips for taking each section of the exam will also be covered. Review tips will be part of this segment.
  • Improve student essay writing: How to prepare students for the rigors of writing successfully for the AP® exam. Thesis writing will be covered in detail. The basic structure of essay writing will be discussed along with tips on what constitutes a solid history essay. The new grading rubrics will be reviewed.
  • Improve student reading skills. Many varied and successful strategies that provide students with the ability to analyze, interpret, and comprehend both primary and secondary sources will be provided and demonstrated.
  • Syllabus Guidance: Depending on the needs of the participants, a closer look will be taken of the necessary components needed to submit an acceptable syllabus for the redesign.
  • Best practices: Threaded throughout the workshop, examples of best practices will be exhibited. Engaging the participants in lessons of high interest to their students will be a focus throughout this seminar. Participants will end the week with a number and variety of lessons to immediately use in their classroom. This will include an exchange of ideas and teaching techniques with fellow participants:
  • Provide a hands-on approach to grading the exam: Participants will simulate how readers are prepared and what they look for when grading the AP® exams at the June reading. Using samples from the 2016 exam, participants will have the opportunity to score short answer style questions, a long essay, and a DBQ.

World History
Charles Hart, Shorecrest Prep School, St Petersberg, FL

Register Online for World History: Combined Teachers for this new “Updated” content for 2016/17

The AP World History Institute at Wake Forest University is focused on mastering the strategies necessary for teachers to prepare their students for success in scoring points on the AP exam! The workshop is skills based with an emphasis on writing systems that are tied to maximizing the student’s ability to write essays that are tied to the College Board scoring standards. Special emphasis will be placed on the ability of students and teachers to master the art of navigating through the process of writing the document based essay (DBQ). Teachers will also be exposed to instructional strategies for success in the multiple choice area of the exam as well as methods for interpreting visual documents which become integral parts of both the essay and multiple choice sections of the exam. All aspects of the curriculum requirements will be examined in detail.