Consultant Information and Course Descriptions

All consultants teach or have taught AP or Pre-AP and are endorsed by the College Board. They include AP Exam Readers and AP award winners, and they serve as lead consultants for other regional and national AP Institutes. In addition, outstanding faculty from UALR and other institutions serve as guest faculty throughout the Institutes.

Consultant Information and Course Descriptions

June 14-17, 2016

fhPortraitFrank Hulsman – St. Xavier High School, Louisville, KY

AP Computer Science Principles

BS in Computer Science, Purdue University, West Lafayette, IN

Master of Arts in Teaching, Sullivan University, Louisville, KY

2002 – present, Computer Science Teacher / Department Chair

St. Xavier High School, Louisville, KY

Computer Science Subjects Taught:

  • AP Computer Science Principles (pilot instructor 3 years)
  • Computer Animation
  • Robotics
  • Computer Networking
  • Web Page Design, Development

Other Subjects:

  • Algebra
  • Physics
  • Business Classes

Industry Experience:

  • 4 years experience Information Security Leader, Fortune 500 Healthcare and Fortune 10 Manufacturing
  • 15 years experience IT Project Management
  • 6 years experience Software Developer, Fortune 500 Manufacturing

Companies: Kindred Healthcare,  General Electric Appliances, and Cummins Engine Company

Course Description: 

The College Board has not released the course description for the AP Computer Science Principles Summer Institute Seminar.  The course description will be released in late December, 2015.

Unofficially: Participants will learn about the content and techniques to teach the new AP Computer Science Principles course.  Frank Hulsman, the instructor, has been a pilot teacher for AP CSP for the last 3 years.


 Christian Cicoria – St Mary’s Hall, San Antonio, TX

Pre-AP High School English – Teachers New in Pre-AP 

Since 2001, Christian Cicorisa has taught at Saint Mary’s Hall in San Antonio, Texas. Prior to his arrival in San Antonio, Christian taught sophomores and juniors in Corpus Christi, Texas.  For the past nine years, he has led Pre-AP English sessions at one, two-day, and week long workshops in Texas, Oklahoma, New Mexico and Arkansas.  Additionally, he has worked with several school districts in Teas focusing on curriculum alignment, strategy-based instruction and vertical teams to increase classroom rigor while also equipping students for success.  For the past five years, he has served as an instructor for he Independent School Association of the Southwest’s annual Beginning Teacher Institute.

Course Description: This workshop will emphasize a variety of analytical, close reading strategies appropriate for high school students with the goal of fostering greater student independence and proficiency with poetry, prose and non-fiction as well as preparing them to do more analtyical, more insightful, and more substantial inquiry. Additionally, the course places considerable emphasis upon the reading-writing connection, asking students to read as writers and write as readers.

Learning Activities:

  • bridging the fiction – non-fiction divide
  • exploring style, syntax, voice and word choice, through mimics of quality sentences and longer pieces of prose
  • utilizing strategies that shift the “brain work” to the students to build confidence and independence with text and with writing
  • utilizing quality professional models as foundation for student writing, toward student adoption of “mature” elements in their own writing
  • constructing quality, targeted rubrics for student writing
  • broadening the approach to syntax within the middle school classroom to help students refine voice and style in the context of their own writing
  • integrating student-led literary and style discussions into the middle school classroom as a means of increasing both student understanding and higher level thinking, as well as assessing these skills
  • equipping students with strategies to facilitate independent analysis of poetry and fiction, as well as pinning down that pesky tone
  • building and maintaining a working vertical team and examining how middle school Pre-AP aligns with the high school program and the exam

What to Bring:

  • one significant/major piece of prose that you teach in your classroom
  • sticky notes
  • highlighters


BullockAPSIBrook Bullock – Putnam City North High School, Oklahoma City, OK

Pre-AP High School English – Teachers Experienced in Pre-AP

Brook Bullock has taught in Oklahoma since 1994 and presently teaches AP Language at Putnam City North High School in Oklahoma City, OK. From 2001 until 2011, he taught at Del City High School where, in addition to starting the AP English Language program, Mr. Bullock was the Yearbook and Newspaper sponsor and taught Journalism and English III. His first teaching assignment was at rural Blackwell High School where he taught both on level and Pre-AP English I and II, and he was a founding member of the school’s AP English Vertical Team.  Brook is a Reader for the AP Language Exam, has scored entries for National Board Certification, and has been a College Board consultant since 1997.  He has presented at numerous workshops, conferences, and Summer Institutes in the Southwest, Midwestern, Southern, and Western Regions of the College Board, including multiple invitations to the College Board’s AP National Conference.

Course Description: Designed for the English instructor seeking to learn or improve teaching strategies pertinent to Pre-AP students, this course will focus on AP concepts and skills developed during English I and II courses and beyond. Topics will utilize examples from fiction, non-fiction, poetry, and drama with an overall emphasis on rhetorical style and language analysis.  Presentation examples include:

  • modifying AP objective questions and essay prompts
  • introducing/applying syntax and rhetorical structure to student analysis/writing
  • teaching tone and author’s purpose as reading and writing assignments
  • utilizing high-interest non-fiction selections
  • developing a Pre-AP course as part of an effective Vertical Team

Participants will leave the institute with lessons and strategies they could immediately incorporate into their curriculum.

What to Bring:

  • * Writing tools and note-taking resources (pens, pencils, highlighters, sticky-notes, etc.). A laptop computer will be useful but is not mandatory.
  • * A list of required curricular pieces (novels, short stories, poetry, etc.) for the courses
  • you teach (and those of your vertical team, if feasible).
  • *Please bring one, short, non-fiction selection that you use (or would like to use) in your class.


Jan-Harris-Photo1 Jan Harris – Crosby Middle School, Crosby, TX

Pre-AP Middle School English- Teachers New to Pre-AP

Jan Harris has been an educator for twenty-three years in Texas junior high schools, high schools, and junior colleges.  Jan has worked in Aldine ISD, Galena Park ISD, Cypress-Fairbanks ISD, La Porte ISD, Clear Creek ISD, and currently teaches 7th grade Pre-AP lovelies in Crosby ISD.  Jan has also been an adjunct professor at Lee College in Baytown, TX.  Jan has worked for the College Board for fifteen years.  In that time she has given the following Advanced Placement Summer Institutes:

Lamar I.S.D., Rosenberg, Texas – 2009, The University of Texas, Brownsville – 2010, The University of Texas, Austin – 2010, Texas Christian University – 2010, Donna I.S.D., Donna, Texas – 2011, The University of Arkansas, Little Rock – 2011-2015, The University of California, Riverside – 2012-2014, The University of Texas, El Paso – 2013, Texas A&M University, Laredo – 2013, and Lafayette, Louisiana, Parish Schools – 2014.

Jan also does other institutes for the College Board, such as the Differentiation Seminar, Composition, Reading, and Vertical Teaming.   Jan loves to travel, takes care of her 8th grade nephew, Josh, and tries to read when she has a chance.

Course Description: Our week will be spent looking at all areas of English for the Pre-AP Classroom: Organization, Reading, Writing, and Poetry.  We will look at rigor and how to bring a Pre-AP classroom up to a rigorous level of reading and analyzing that our students need to not only be prepared for high school, but for the AP Exams and college also.

What to Bring:

  • Your favorite poem
  • Your favorite short story
  • Any questions you may have
  • Any items your students may struggle with during the year
  • Your Pre-AP Vertical Teams Guide will be provided

TTeresa Tyra – Johnson – Moore Public Schools, Moore, OK

Pre-AP Middle School English – Teachers Experienced in Pre-AP 

Teresa Tyra, a 29-year veteran educator, is in her second year as a Literacy Instruction Coach for Moore Public Schools. Ms. Tyra is also an adjunct instructor for the University of Central Oklahoma where she teaches a class titled “Adolescent Literacy,” a graduate-level course for future Instruction Coaches. She has taught English to grades seven through eleven, college-level Composition I and II, Survival Reading for College, eighth grade and high school U.S. History, honors Oklahoma History and adult basic education/GED preparation. Ms. Tyra has been a College Board Pre-AP consultant since 2003 and has presented at numerous summer institutes and one- and two-day conferences. She has been a mentor teacher-trainer for the University of Oklahoma College of Education and its K-20 Authentic Teaching and Authentic Learning grant program. She holds a B.S. in Education (language arts and social studies) and a Master’s in Liberal Studies from the University of Oklahoma.

Course Description: During this Pre-AP Middle School English institute, participants will learn, practice, and share effective strategies for guiding adolescent learners to higher-level thinking. We will also discuss how Pre-AP strategies can be used in all classrooms for all students. Participants will have opportunity to share best practices, especially those implementing technology effectively. Mostly, we will discuss the power of language and how we can empower our students with language analysis in both their writing and reading.

What to Bring: Participants should bring a lesson or unit that they have found to be successful in their own classroom and a lesson or unit in which they would like to integrate more critical thinking strategies.


Moore_0924Lorie Moore- University of West Georgia, Carrollton, GA

Pre-AP Math, Pre-Algebra/6th Grade

Ms. Lorie Moore is the Mathematics Master Teacher in the University of West Georgia’s secondary STEM teacher preparation program, UTeach.  Previously, she worked for 22 years as a middle and high school mathematics teacher in Fulton County in metro Atlanta.  In that position, she coached middle school students in mathematics competitions at the local, state, and national level. She has extensive experience developing and implementing summer institutes for mathematics teachers as a consultant for the College Board’s Pre-AP Mathematics initiative.   Additionally, she is a master of technology in the mathematics classroom, including Texas Instruments calculator technology.

Course Description: Guided by a mathematics teacher educator/consultant, teachers will gain experience and confidence with problem solving. As it stands, problem solving is at the heart of mathematics, and adolescent learners are expected to solve non-routine problems with the new Common Core Standards. This training will allow teachers to solve meaningful, authentic problems responsive to the needs of all students, including Pre-AP students. Moreover, this training will be orchestrated such that teachers problem solve in accordance Standards for Mathematical Practice such as: construct viable arguments and critique the reasoning of others (SMP3), model with mathematics (SMP4), use appropriate tools strategically (SMP5).

Building a Culture of Problem SolvingParticipants will explore obstacles to the problem solving classroom such as mistakes, persistence, stereotype threat, and mindset.  Additionally, participants will examine performance data on mathematics achievement and race, gender, and social class and read research on the culturally responsive mathematics classroom.

 Inquiry and the Mathematics Classroom  – Leaders will define inquiry and the 5E model for the mathematics classroom: Engage, Explore, Explain, Elaborate, and Evaluate.  Participants will engage in demonstration lessons that incorporate guided inquiry techniques with content from a variety of grade levels.  Activities include the Factor Game, the Painted Cubes Problem, and Bridge Building.  Participants will apply the Eight Standards for Mathematical Practice and identify qualities of rich mathematical tasks with a focus on communication and reasoning.  The instructor will model formative assessment questioning techniques that both promote and reveal student understanding.

 Multiple Representations in Mathematics – Participants will present solutions to problems using at least three different representations: physical model, verbal, numeric, graphic, and algebraic.  Through a series of tile arrangements, participants will make use of structure and repeated reasoning to develop algebraic expressions.  Participants will discover the flexibility and creativity in mathematics solutions.  Activities include “number talks”, surface area and volume of spheres, cones, and cylinders, and surface area to volume ratio with cubes.

 Technology in Mathematics Problem Solving – Participants will use the latest technology and digital learning environment in order to engage students in creative problem solving while using appropriate tools strategically.   Participants will utilize iPad apps including, but not limited to the following:  TI-nSpire, Educreations, and NCTM’s Illuminations apps.

Community Math Involvement  – Participants will rotate through 14 carnival game stations adapted from Connected Mathematics Project (Pearson, 2006) to simulate implementation of “Community Math Night.”  Participants will plan and organize their own community math  event.

Mathematics Club and Competition Programs Participants will explore problem sets from local and national mathematics competitions such as the MATHCOUNTS club and school competition program.  Participants will organize and enter at least one team of students for one competition.  Participants will prepare to complete a small group video entry for or

Outstanding Math Guide Participants will create an interactive notebook for student review and skills maintenance.


Thetford-61-4x6Stephanie Thetford – Ft. Walton Beach High School, Ft. Walton Beach, FL 

Pre-AP Math, Algebra I

Stephanie Thetford is a mathematics teacher of more than 20 years. She has taught all levels of math. Her love is for calculus in which she spent for more than 10 years successfully helping students pass the Advanced Placement Exam. She also serves as an Advanced Placement reader for the calculus exam.

Stephanie received her Bachelor of Science in Mathematics Education from the University of Central Florida in 1992. She is currently working on her masters in Educational Leadership. Her teaching career began in South Florida teaching Algebra 2 students. She then moved back home to Northwest Florida where she taught middle school math for 5 years proceed by 14 years at Fort Walton Beach High School. At the high school she taught various levels of math. Her last 10 years at the school she was able to build an Advanced Placement calculus program from 15 students to more than 70 students with more than 95% of the students passing the exam.

She currently supervises all secondary math professional development in the county in which she resides. Furthermore, she has worked on state level mathematics content committees. While on these committees, Stephanie has used her knowledge of math to help in test development for Florida’s students. Stephanie has also received numerous awards during her tenure of teaching mathematics. She was named a top 5 finalist for Florida’s Teacher of the Year in 2012. Stephanie’s extensive knowledge of math content has allowed her to successfully present at both state and national conferences. She has been a consultant for College Board for the past 5 years. Stephanie’s educational mission is to spread her love of math to students because she believes all students can have success with mathematics.

Course Description: Teaching Pre AP mathematics provides a wide variety of math lessons to explore.  Preparing students to understand AP mathematics begins with a solid understanding of Pre-Algebra and Algebra. Teaching Algebraic skills in the context of a problem is developed in four ways; numerically, verbally, algebraically and graphically. There will be a variety of lessons comprising Pre- Algebra and Algebra skills as well as ways to help students see patterns that lead to a deeper understanding and application of Algebra. Graphic organizers will be explored and used by the participants. This institute will consist of several hands on activities that you will make and take. There will be time to discuss different components of The College Board and its philosophy of equity and access to all students.

What to Bring:

  • Copies of activities that you use in your classroom to share during our best practices session
  • A portable travel drive to save work
  • If you have a graphing calculator, you may bring it, but I will have calculators at the workshop.


Vivian-Stephens-2_smallVivian Stephens- Dalton High School, Dalton, GA

Pre-AP Math, Algebra I, Geometry

Mrs. Stephens received her B.S. Ed. from the University of Georgia in 1976, her M. Ed. from Georgia State University in 1983, and her Ed. S. from Georgia State University in 1991. She began her teaching career in 1976 and has taught mathematics in grades 7-12 in public schools for 31 years. Mrs. Stephens has also taught mathematics at the college level. She currently supervises teacher candidates during their field experience for the college teacher-training program at Kennesaw State University. She has been a College Board Consultant for Mathematics Vertical Teams Workshops, Problem Solving in Mathematics Workshops, Algebraic Thinking, Analyzing Data, Systems of Equations Using Technology Workshops, Effective Thinking Strategies, and Cornerstones Workshops since 1999. Mrs. Stephens has presented workshops at NCTM and Georgia Council of Teachers of Mathematics (GCTM) conferences and taught many staff development courses for the Dalton Public School System. Named as one of the three Georgia Secondary Mathematics State Finalists for The Presidential Awards for Excellence in Mathematics and Science Teaching in 1998, Mrs. Stephens has received numerous awards for the teaching of mathematics.  She is married to Mr. James Stephens and has two daughters and one son-in-law.

Course Description: This workshop will focus on the alignment of curriculum and instruction using AP Vertical Teams to facilitate student’s ability to access higher levels of mathematics such as AP courses. Teachers will participate in activities that involve students in higher level thinking processes that reinforce the skills, concepts, and strategies needed to be successful in upper level mathematics classes. Discussions will include making connections through the use of Common Core Standards with a focus on activities that help to connect the content standards with the mathematics practice standards. We will attempt to make connections between Pre-AP and AP as we review and adapt AP problems that may be used to help facilitate student learning and to reinforce concepts at different grade levels.

Another focus of the workshop is to help teachers understand the philosophy and goals of the College Board Pre-AP Program and the importance of establishing equity for all students. Planning goals, activities, timelines, and evaluations, are important functions of the vertical team. Using the strategies and knowledge you gain about vertical teams, along with some content specific plans, we hope you will be able to integrate new content into your academic courses that lead to the content and skill expectations found in an AP Course.

What to Bring:  Please bring the following items when you come:

  • An activity or lesson you would like to share
  • A graphing calculator if you have one (A calculator will be provided if you do not have one)
  • Pencils, highlighter
  • A laptop or tablet if you have one
  • USB drive so that you may save your work
  • An empty 2 liter bottle for a project.


Professional-PicCorey Boby- Bryant High School, Bryant, AR

Pre-AP Math, Algebra II, Pre -Calculus

Corey Boby is currently teaching AP Statistics and Geometry at Bryant High School and has been in education since 1994. During his career he has worked for the Arkansas School for Mathematics and Science, Benton Public Schools, and Texas Instruments. Corey believes in the appropriate integration of technology. He uses a SMARTBoard, iPads, TI-Nspire CX, and TI-Navigator in his classroom, but technology should be used as a tool to support the mathematics not to do it for students. He is married to Tracy Watson, who also teaches math. They live out in the country and have 6 dogs and a cat.

Course Description: This course is designed to delve into the content standards for Pre-calculus and Algebra II. Participants will experience classroom activities designed to help prepare students for Advanced Placement Calculus. Under Common Core some people feel like Pre-calculus is no longer needed, however for a rigorous AP Calculus class requires a strong foundation in these two subjects. Number and Quantity, Functions, and Mathematical Modeling will be the focus of the course. Multiple representations of mathematics from Linear Functions up to, and including, Trigonometric Functions will be addressed throughout the course. Participants will explore classroom tested activities and will the opportunity to share some from their rooms.


KoehnPhotoSemiProfDallas Koehn – Union Intermediate High School, Broken Arrow, Oklahoma

Pre-AP Middle School Social Studies – Teachers New to Pre-AP

Dallas Koehn has taught various Social Studies and History classes of all ability levels at Union Public Schools in Tulsa, OK, for 16 years.  He has been a consultant for the College Board for 13 of those years and has helped lead his department in implementing Pre-AP strategies at all levels (a work always “still in progress”).  Dallas has worked with both the State Social Studies and Fine Arts Conference and numerous school districts in Oklahoma, Arkansas, and Texas to throw as many starfish back in the ocean as possible – whether they wish to go or not. He is National Board Certified and is fairly tolerable after enough caffeine.

Course Description:   This week is loosely constructed around essential Social Studies skills like practicing inquiry, analyzing primary sources and visuals, reading effectively, and bringing it all together to write a reasonable argumentative thesis. (We might go really crazy and outline a basic essay if the spirit so moves.)  Our focus will be on practical, usable, classroom-ready ideas, both those aimed at effective content crunching and those designed to help shift the responsibility for learning onto our dear students. We’ll attempt to balance discussions of pedagogy and Pre-AP philosophy with a scattershot of actual activities, with more “doing” than mere listening on the part of participants.  In our Pollyanna fervor, we’ll explore the ways in which digging in a bit more deeply on some subjects, skills, and historical touchstones can help make the rest of what we want our little darlings to learn a bit “stickier” (so that while we care most about their long-term academic, professional, and personal success, maybe they’ll also remember enough content to pass a state test or two and not embarrass us with next year’s history teachers).  In short, we’ll try to do lots of usable stuff while collaborating over pretty much anything we can try to unlock the signs of life and smartness our little darlings work so hard to bury and deny.

What To Bring:

  • Please bring your best lesson plan or idea, in hopes we’ll have time to share
  • Your greatest challenge, insecurity, or weakness in the classroom (don’t worry—we’ll be gentle)
  • Something to write with and on for various activities

Rhonda-2Rhonda Johnson-Metro Christian Academy, Tulsa, OK

Pre-AP Middle School Social Studies- Teachers Experienced in Pre-AP 

Rhonda Johnson is in her fifth year of teaching history at Metro Christian Academy in Tulsa, OK.  The primary US and APUSH history teacher, Rhonda spent last year teaching World History to facilitate curriculum realignment.  She is thrilled to be back with her first love, American History.  Prior to this she taught American History at Union Intermediate High School for 12 years.  At Union she was involved with Pre-AP since the district implemented the program and has been a consultant for the College Board for the last nine years. She spent time developing a pilot program, with fellow teacher Dallas Koehn, to team teach and loop a group of freshman Pre-AP students in an attempt to make them successful in the areas of content as well as skills.  She is in first year of teaching an American Studies program for Metro and became National Board Certified in November of 2007.

Course Description: We’ll be looking at the purpose(s) of a Pre-AP class and some different ways to approach both content and skill-building.  We’ll explore the use of music, movies, and other media to help students connect with history and look at ways of helping them learn document analysis and higher-level thinking.  Because SO many students are coming to us with fewer and fewer basic reading skills, we’ll look at some content-appropriate literacy strategies that will work with primary sources, outside reading, and textbooks.  We’ll talk about the various uses of primary sources, and discuss ways to help our students become comfortable with different types of prompts (FRQs, DBQs, and so on).  In general, we’ll add to our repertoire of strategies for building students’ skills while trying to keep them from hating history.  Somewhere in the mix of artsy-craftsy, hands-on goodies and academic skill-building, we’ll try to help them learn what they need to know now AND lay a foundation for what they need to succeed down the road.

What to Bring:  Your best lesson plan or idea (you will be presenting these to your colleagues, and your most challenging idea, concept, time period to teach.


FullSizeRender-1Christine Bond- Edmond Memorial High School, Edmond, OK

AP U.S. History Teachers New to AP

Christine Bond currently teaches Advanced Placement (AP) United States History and AP World History at Edmond Memorial High School, in Edmond OK.   She has taught AP United States History since 1998 and AP World History since 2007.  She holds a Masters degree in Education Administration (M.Ed.) and is a National Board Certified Teacher (NBCT).

Ms. Bond has been a College Board consultant since 2000, presenting at numerous College Board institutes including international institutes.  She has been an AP Summer Institute consultant since 2003, presenting at well over 50 summer institutes.  She is a contributing author of the AP World History multiple choice questions on, a website that provides students with comprehensive AP review materials.  She has developed and team taught a combination course that bridges AP U. S. History and AP English Language and has co-presented at a Southwest Regional College Board conference.   She has served as a reader for both the AP United States and AP World History exams.  She recently co-authored the REA test prep book for the new AP United States history course.

Course Description: This course will be a mix of pedagogy and content needed to successfully implement an Advanced Placement United States history course for new teachers..  Teachers will learn about the exam and the rubrics used to score the essays as well as document analysis activities and reading strategies. Equal time will be spent on the curriculum framework and the historical thinking skills needed for the AP exam. Numerous student centered activities will be provided.

What to Bring: Please bring a laptop or a tablet as well as your favorite lesson to share with your colleagues. WiFi will be available in the classroom.


 Professional_Photo_2 John Irish – Carroll Senior High School, Southlake, TX
AP U.S. History – Teachers Experienced in AP 

John P. Irish teaches AP U.S. History, coaches UIL Social Studies, and is the UIL Academic Coordinator at Carroll Senior High School in Southlake, Texas. He is a nationally certified consultant in AP U.S. History and AP European History for the Southwestern Region of the College Board and serves as a Reader and Table Leader for the AP U.S. History Exam. He was a member of the College Board AP U.S. History Curriculum Development and Assessment Committee (CDAC) for the redesign, which oversaw the changes in the course curriculum and exam. He is currently a member of the College Board AP U.S. History Test Development Committee (TD), which is the group responsible for creating the new exam, overseeing continuing changes to the curriculum, and developing / presenting trainings for teachers across the country at state and national venues. He published the Student Guidebook for the 15/e of American Pageant and has published the Instructor Resource Guide and the Testbank for previous editions of that textbook. He was also on the writing team that published a four volume updated edition of the AP U.S. History Workbooks by the Center for Learning, along with a curriculum unit on Edward Bellamy’s novel “Looking Backward” also by the Center for Learning. Mr. Irish holds a B.A. in Political Science and Philosophy from Southern Methodist University and an M.A. in Philosophy from the University of Arkansas. He has also done post-graduate work in History from Rice University. He is currently working on a Masters Degree from Southern Methodist University with a concentration in Humanities and American Studies. He is a member of the American Historical Association, Society for History Education, and the Organization of American Historians.

Course Description: This course will cover both the content and pedagogy necessary for teaching the AP U.S. History coursesuccessfully. This Summer Institute will be dedicated to the Course and Exam redesign, which will be in effect the 2014-15 school year (with the first test administration in May 2015), as directed by the College Board. Focus of the course will be on the new time periods in AP U.S. History, analysis of the Historical Thinking Skills, and breaking down the requirements for the new redesign Exam. Presentations and discussions of teaching strategies will be divided equally between strategies for improving student success on the AP Exam and the content necessary to create an engaging and successful course. Teaching strategies will focus on the development of critical thinking skills, document analysis, and writing skills. Historical content will focus on American social, political, economic, and intellectual thought and we will explore the ever-changing interpretations of U.S. History (for a meaningful and ongoing discussion of current historical literature, participants are encouraged to bring favorite books or articles to share). Participants will also explore classroom resources, including online and multimedia resources. Participants are encouraged to bring successful lessons they have created and share these with the entire group. This AP U.S. History Summer Institute will create an active learning environment, all participants will be expected to read, write, and actively engage with the material, please come prepared to participate.


 Lisa Tobias – St. Peter Prince of the Apostle School, San Antonio, TX, 

Pre-AP Middle School Science

Lisa Tobias currently teaches Middle School and one class a week of Elementary Science at St. Peter Prince of the Apostle School in San Antonio, TX. Prior to that, Chemistry, Pre-AP Chemistry, and AP Chemistry at Central Catholic High School; Pre-AP Physics, Pre-AP Chemistry, Earth Science, and Physics 1 at John Paul II Catholic High School in New Braunfels, TX; Pre-AP eighth grade physical science and sixth grade robotics. She has been teaching science since 2000. Mrs. Tobias holds a BS in biology and history from Bates College and an MA in education from Barry University. She has been consulting for the College Board since 2007 in Pre-AP Science and inquiry-based laboratories, as well as science vertical teams, and is currently a consultant mentor.

Course Description: The Pre-AP Science APSI is designed to take participants through each of the major components of a Pre-AP curriculum and then show participants how to incorporate the components into their own classrooms. The week opens by defining what Pre-AP Science is and how it can facilitate to a student’s future success in science. Specific ideas such as what language to use in general questioning, what basic skills to incorporate and when, as well as how to integrate both components into assessment will be looked at during these early days. As we move farther into the week, we will begin looking at the different types of inquiry-based classrooms and how a class can be inquiry-based and still move forward through the necessary material at a reasonable pace. Teachers will also learn how to present inquiry in a way that makes even open-ended inquiry approachable to students who are new to the process, saving time, frustration, and resources. In the last main component, we will assess different labs and evaluate how student vs teacher based (inquiry vs cookbook) they are. Once that is completed, we will begin to modify them in a constructive manner, making sure to incorporate other aspects of a successful Pre-AP classroom into the final products. If teachers bring their own labs, we will work on modifying their material and labs, rather than the stock labs provided. Throughout the whole week, we will be looking at and doing a variety of labs, activities, and projects that illustrate some aspect of the wide spectrum that makes up Pre-AP Science.

June 21-24, 2016


1 Bernie Phelan – (Retired) Barrington, IL
AP English Language and Composition – Teachers New to AP

Bernie Phelan, who received a BA in English in 1968 and his MA in 1970, taught high school English for 40 years, AP English language and Composition for 30 years. For the past 25 years, he has been a reader and table leader at the AP English Language exam and worked recently with sample selection for the exam as well. He is working with College Board on a project involving performance-based assessments for the exam. He is the chairperson for the SAT test development group for the Writing portion of that exam. He has taught over 80 APSI’s the past 17 years and consults for the Elgin school District in Illinois. In addition he does work in Arkansas, Kentucky, Alabama, Texas, and Hawaii having to do with teacher training under a state NMSI grant.  He consults with the College Board as well, both for AP and SAT. From 2000-2004, he was an elected trustee of The College Board.

Course Description:This course will help prepare new AP teachers to meet the rigorous standards required of AP teachers in the subject. We will focus on a number of important topics. All participants will be thoroughly schooled in the core competencies for this course: rhetoric and argument. We will, as well, spend much time on how to teach the reading of non-fiction to high school students, especially rhetorical reading. We will deconstruct the exam itself, looking at the skills necessary for success on each portion of the exam. We will examine the multiple-choice section in detail as well. Some time will be spent on the writing requirement for such a course, and we will, of course, examine the student responses that help us see the thought processes necessary for success on the essay portion of the exam. We will, finally, spend a fair amount of time on the building of a syllabus so that each participant will be ready to meet the challenge of teaching an AP course for the first time this coming autumn. Participants should bring with any potentially pertinent materials, plans, etc., in addition to ideas of how they might teach such a course, since they will have brainstorming and workshop time throughout the course.


Elizabeth-Villarreal-photo-2Elizabeth Villarreal – San Antonio, TX

AP English Language and Composition – Teachers Experienced in AP

Elizabeth Villarreal has taught English for 22 years and has eighteen years of experience instructing students in Pre-AP/AP courses. For the past eleven years, she has served as an endorsed College Board consultant and has served as an Educational Testing Service Reader for the AP English Language and Composition Exam. She has presented at workshops and Pre-AP/AP Summer Institutes in Texas,  Arkansas, Pennsylvania, and across the country. Elizabeth also serves as an AP English Language and Composition Saturday Student Study Session presenter for The National Math and Science Initiative. In addition, she has been a presenter at the AP Annual Conference and at the AP Colloquium for Equity and Excellence. She has served as an SAT Reader and an essay scorer for the STAAR exam.  She has also served on the Texas Education Agency End –of- Course Advisory Committees and STAAR™ Item Review Committees for reading and writing.

Course Description: This course will help prepare AP teachers to meet the rigorous standards of AP English Language and Composition. Instruction will focus on the core competencies to include best practices for rhetorical analysis, synthesis, argument, timed-writing workshops, and close reading strategies for non-fiction. In addition, participants will be guided through a simulated reading of the 2016 AP English Language and Composition essay questions. Instruction will also include review of the course description and ideas for developing and refining the course syllabus. The crux of the course will highlight strategies for improving test performance for the composition as well as the reading comprehension section of the exam. In this interactive institute, participants will leave with hands on activities, lessons, and units of study that align with AP curriculum and the college readiness initiatives of the state exams.

Participants should bring their laptops or IPADs, sticky notes, and 1 or 2 non- fiction pieces (one or two pages) from their existing curriculum.


Joyce-Herr11172014Joyce Herr – Tascosa High School, Amarillo, TX

AP English Literature and Composition – Teachers New to AP

With over 40 years experience teaching, Joyce Herr currently teaches AP English Literature and Composition, Humanities and Dual Credit Freshman English Literature and Composition at Tascosa High School in Amarillo, Texas. She received her B.A. in English from Le Moyne College in Syracuse, NY and earned a M.A. in English from Syracuse University, Syracuse, NY and a M.A. in Educational Social Policy from Empire State College, Saratoga, NY.   She has serves as the senior English teacher team leader and  is the AP Lead English teacher for the Tascosa cluster grades 6-12, responsible for vertical and horizontal curriculum alignment in Pre AP and AP English courses. In addition, since 2001 she has been an adjunct instructor at Amarillo College teaching Freshman Composition and Literature and Humanities courses in both online and traditional classroom settings. Joyce is an AP English Literature teacher mentor for new and experienced AP Lit teachers in several states. Since 2000 she has been a nationally endorsed College Board lead English consultant presenting at one and two day workshops and Advanced Placement Summer institutes as well as presenting numerous years at the Advanced Placement Annual Conference. For the past ten years, she has served as a reader and table leader for the AP English Literature and Composition exam scoring. In addition to her College Board associations, she has presents AP English professional development for teachers and conducts Saturday AP student study sessions for the National Math and Science Initiative.

Course Description: This course is designed as a summer conversation about AP English Literature. You will be engaged throughout the week with hands-on materials that will give you a clear understanding as to how and why, as a beginning AP teacher, you should organize an AP English Literature and Composition course. High-level reading skills, concrete to abstract analysis, use of rhetorical devices, strategies for the objective test, and strategies for prompt writing will be stressed. During our summer conversation, we will work with each of the main areas of the Literature exam—the multiple choice questions, poetry essay, prose essay, and “open” essay—and discuss different ways to prepare our students with the skills they will need on the AP test. We will collaborate on strategies, practice test-taking, analyze readings and share best practices. We will also discuss the scoring process for the test and review the current resources available.

What to Bring: 3 different colored highlighters, Post it notes, current syllabus or the one you will be using.


Lynne-School-PicLynne Weber – St. Mark’s School of Texas, Dallas, TX

AP English Literature and Composition – Teachers Experienced in AP

Lynne Weber teaches AP Literature and Composition (12) and tenth grade English at St. Mark’s School of Texas in Dallas, Texas, and has also taught during the past thirty years Pre-AP English 10, Talented and Gifted Humanities, and many other English and history classes at every ability level. For a number of years she has led AP and Pre-AP sessions at summer institutes in the Southwest, as well as presenting a variety of sessions at College Board two-day conferences.  For the past fifteen years, she has also served as a senior lecturer at The University of Texas at Dallas, teaching Curriculum and Instruction in English to pre-service teachers.   In 2005, Ms. Weber received the College Board’s Special Recognition Award. She holds a BA in history from UCLA and a Master of Humanities degree from The University of Dallas.

Course Description: Participants in this course will learn the skills and strategies necessary to prepare high school students for success in AP Literature and Composition classes.  The course materials will provide participants with ample resources to anchor their curriculum and to guide the progress of their students.  The workshop leader will place particular emphasis on activities involving higher-order thinking skills and student-centered teaching.

Topics will include the following:

  • Close reading and annotation
  • Writing about literature, including both timed and process writing
  • Composition, including grading, rubrics, and writers’ conferences
  • The content of the Advanced Placement test in Literature and Composition
  • Teaching grammar in the context of writing
  • Building better, more confident thinkers
  • Strategies for challenging students without leaving them behind
  • Using visual texts and graphic representation to aid student understanding

Text to purchase and read before the start of the course: 

Please bring to the Institute any edition of Shakespeare’s Hamlet.  If you teach a Shakespeare play other than this in your course, bring that play.  We will construct a unit designed for Advanced Placement based on the Shakespeare play you choose.

 What to Bring:

  •  Copy of Hamlet
  • Sticky notes
  • Highlighters

Patti-Harrold-PhotoPatti Harrold – Edmond Memorial High School, Edmond, OK

AP World History

Patti Harrold is social studies department chair at Edmond Memorial High School in Edmond, Oklahoma, where she has taught AP European History, AP Art History, AP World History and AP U.S. History. She is a National Board certified teacher and AP Reader for European History. Ms. Harrold has taught for 42 years and has been a College Board consultant for 24 years, presenting at more than 100 College Board and AP workshops and week-long institutes. She has written and edited many AP History publications and has recently worked with the Teaching American History grant program and served on a History Channel grant committee. She received the College Board’s Southwestern Region AP Special Recognition Award and the 2004 Secondary Teacher of the Year Award from the National Council for the Social Studies. Ms. Harrold holds a BA from Oklahoma City University and an MS from Lamar University.

Course Description: The AP World History course will offer methodology and topical studies for the new and experienced AP World History teacher.   We will cover the redesigned AP World History course and exam, discuss and practice a wide variety of classroom strategies to use in teaching our Historical Thinking Skills, share lessons and strategies, and write multiple-choice questions to go with the redesigned course.

The goals of the four-day session are to assist participants with:

  • Understanding the redesigned national AP World History course, with a special focus on the standards and skills
  • Understanding the redesigned national AP World History exam, in both the writing and multiple-choice sections
  • Classroom strategies that support the course

What to Bring:

  • AP World History text
  • Laptop computer

Course Outline (Subject to Change):


  • Introductions
  • Course and National Exam Overview
  • Key Concepts
  • Audit Information


  • Historical Thinking Skills
  • Practical Lessons to Teach Historical Thinking Skills
  • Writing Strategies


  • Historical Thinking Skills
  • Practical Lessons to Teach Historical Thinking Skills
  • Writing Strategies


  • Multiple-choice Questions
  • Review Strategies for National Exam


Eugene-ChaseEugene Chase – Edmond North High School, Edmond, Oklahoma

AP U.S. Government and Politics

Eugene Chase teaches US and Comparative Government and Politics at Edmond North High School in Edmond, Oklahoma, where he also serves as social studies department chair. A table leader at the AP US Government reading, he has been consulting for the College Board since 1999 and has presented at AP and Pre-AP workshops nationwide and at the AP National Conference. He is a National Board Certified Teacher (AYA Social Studies – History) and has also served as an assessor for the National Board. Gene has been an AP Government advisor for three textbooks and has provided staff development to many school districts including Chicago Public Schools and Boston Public Schools. Also working with the Education Testing Service, he has been an item writer for the US and Comparative Government and Politics exams and has been assessor for the Praxis Series teacher licensure tests. He holds a BA in political science from the University of Oklahoma and an MA in political science from the University of Central Oklahoma.  Gene occasionally services as an adjunct instructor at the University of Central Oklahoma and Oklahoma Baptist University teaching American National Government and Social Studies Methods.

Course Description:In this course, participants will cover the six areas of AP U.S. Government and Politics and practice scoring the AP exam. AP U.S. History teachers transitioning to AP U.S. Government will have the opportunity to examine the different scoring method of the free response section of the exam.  New teachers will be given assistance in writing their syllabi. Participants will design lessons and develop student centered instructional techniques.  The course will also cover test item design and construction.  Additionally, participants will be able to exchange ideas with their colleagues.  Of special interest will be the development of a “hybrid” or “flipped” course (partial online instruction).

What to Bring: Participants are encouraged to being their favorite lessons.  Additionally, please bring your wireless connected device (tablet or laptop).


AnnLinsleyAnn Linsley, Bellaire High School, Houston, TX

AP Human Geography

Ann Linsley is from Houston, Texas and has taught at Bellaire High School in the Houston Independent School District for the past 29 years.  She teaches IB/AP  (International Baccalaureate and Advanced Placement ) Geography and IB/AP Environmental Science.  Ann earned a Master of Science in GeoScience from Texas A&M University in 2006.  She also holds a Master of Education in Curriculum and GT and a Bachelor of Arts in Russian, both from the University of Houston.   Ann is a teacher consultant for the National Geographic Society and the Texas Alliance for Geographic Education.  In addition, she is a founding member of the Houston regional Friends of Geography.  She is the recipient of several national and state awards, teacher of the year recognition and honored with the opportunity to participate in national programs to extend her field work experiences sponsored by NOAA, NSF, NCGE, NGS.  Ann has worked with the College Board Geography program since its inception as a reader, consultant and summer institute trainer.  Ann was a PolarTrec teacher to McMurdo Station, Antarctica participating in a human impact study of the region with a team from Texas A&M, department of Geography and sponsored by ARCUS/PolarTrec and the National Science Foundation.  She is also a National Geographic Fellow and a participant in the NGS Arctic-Svalbard program.  Ann’s focus for her students is to develop a better understanding of the interdependent nature of our actions between man and the environment in an attempt to foster a sustainable world.  She believes that students better apply their knowledge when they can be in the field.  Fieldwork is a necessity for her courses and encourages her students to follow in the words of Rachel Carson, “The more clearly we can focus our attention on the wonders and realities of the universe, the less taste we shall have for destruction.”

Course Description: This session of the AP Summer Institute in AP Human Geography is structured for new and experienced teachers to APHG or those seeking a review of the course and teaching strategies.   The session will include an overview of the content and teacher resources.  Attention to effective teaching strategies supporting the lecture content and building success on the AP exam will be included.  Guest lecturers will provide in-depth discussion on specific content areas intended to help participants gain a broader understanding of the scale of the topics.    A special focus on the roles of globalization and development as they apply throughout the curriculum is on the agenda.  New materials and resources will be provided to the course participants.   Participants are requested to bring a laptop if possible, access to your Human Geography textbook and any favorite samples of the role of globalization as it applies to the APHG curriculum, including readings, maps, news articles or other related materials.

The goals of the four-day session are to assist participants with:

  • Identifying the skills and concepts necessary for successfully teaching an AP Human Geography course
  • Focusing on specific curriculum topics through the use of critical reading, document analysis, essay writing and assessments
  • Instructing students to think geographically, spatially and conceptually across the APHG curriculum.
  • Understanding and applying the broad themes that link the course together.

What to Bring:

  • Human Geography textbook that you use
  • Samples of globalization materials appropriate for the AP level
  • 2 gig jump drive for materials for you or set up a drop box account at
  • Questions and ideas that work for you and your students

Agenda Topics for the session:

  • AP Human Geography program and course expectations
  • Overarching concepts and focus areas
  • Exam strategies
  • FRQ development
  • Topics on population, migration, gender and culture
  • Topics on development, sustainability, human-environment relationship within APHG
  • Topics on globalization and development geography
  • Case Studies
  • Resources and support



Soth-Picture-Color Thomas Soth – Northwest Guilford High School, Greensboro, NC

AP Spanish Language and Culture

Thomas Soth, a National Board Certified Teacher, has taught AP Spanish Language since 2001 at Northwest Guilford High School in Greensboro, North Carolina, where he also serves as co-department chair and as a teacher mentor. He has taught courses at the University of North Carolina, Greensboro, and is a former president of the Foreign Language Association of North Carolina (FLANC). He contributes to the AP program in many ways, including presentations at state and regional conferences, as a consultant for the College Board, as an AP reader and Table Leader, and as one of the authors of The Teacher Resource Guide for Cumbre, curso AP de la lengua española.

Tom was an ACTFL Teacher of the Year finalist after being named the 2012 Southern Conference on Language Teaching (SCOLT) Teacher of the Year. Currently, he is on the board of SCOLT, is part of The North Carolina Governor’s Teacher Network, and writes the teacher’s notes for EL SOL magazine.

Course Description: This workshop is designed to familiarize teachers with the AP* Spanish Language & Culture Course and Exam.  The course will provide sample materials and classroom activities to help students improve their communicative competence and prepare them for the 2016 exam.  Participants will actively participate and share best practices about how to integrate the three modes of communication into instruction (Interpretive, Interpersonal and Presentational).  There will also be a special focus and overview of teaching the themes of the AP* Spanish Language and Culture course through the use of authentic materials.

What to Bring: Participants should bring a laptop and a list of their top ten online sites to find authentic print, audio and audiovisual sources.


MeDelia Montesinos – University of Texas at Austin, Austin, TX

AP Spanish Literature and Culture

Delia Méndez Montesinos is a former high-school AP Spanish teacher; in 1995 she received the Southwestern Region Advanced Placement Special Recognition Award. From 1994-1997 she was a member of the Spanish Language and Literature Test Development Committee and currently she is the Co-Chair for the AP Spanish Literature and Culture Development Committee. She has been a Reader, Table Leader, and Question Leader for the AP Spanish Literature Exam and for the past four years she has served as Exam Leader. She is a Senior Lecturer in the Department of Spanish and Portuguese at the University of Texas at Austin where she received her Ph.D.

Course Description: The 2016 Spanish Literature and Culture Institute is designed to assist teachers in preparing and enhancing their AP Spanish Literature and Culture course and guiding students to a richer, deeper understanding of and appreciation for Spanish and Latin American literature. Although this workshop will address the full range of the course, major emphasis will be placed on using works from the Reading List to develop effective strategies that will urge learners to: a) relate content to historical, geopolitical, socioeconomic, and literary contexts, and understand the six course themes and their organizing concepts, b) use metacognition to improve reading comprehension, c) approach and interpret poetry, d) apply literary terminology, and e) write organized short responses and essays. Since an essential part of the institute will be the discussion of activities and strategies to enhance student performance on the various parts of the exam, including the listening, multiple-choice, and free-response sections, teachers who are new to the course are highly encouraged to review and familiarize themselves with the materials found on the College Board’s website for the AP Spanish Literature and Culture Course and particularly with the Course and Exam Description

JudyHromcik Judy Hromcik – Arlington High School, Arlington, TX

Computer Science A

Judith Hromcik taught AP Computer Science teacher at Arlington High School in Arlington, Texas for 20 years.  She retired in 2009, but missed teaching and returned to the classroom in 2012 and is currently teaching at The School for the Talented and the Gifted in Dallas, Texas.  Judith was a member of the AP Computer Science Development Committee from 2001 – 2005 and has been a Reader, Table Leader, and a Question Leader at the AP Computer Science Reading.   She has been a College Board consultant since 1997 and has conducted many AP Computer Science Summer Institutes.   Judith wrote the solutions for the “GridWorld” case study and is a co-author of the new Computer Science lab “Elevens”.  She piloted tested “Elevens” and “Magpie” in her classes.  Judith has a strong interest in developing curriculum for Computer Science.

Course Description: This course is for teachers who are teaching AP Computer Science (APCS) A. It is a new and exciting time in the AP Computer Science A course.  College Board has added a 20-hour lab requirement for AP Computer Science students which can be satisfied by using the new AP Computer Science Labs.  The Course Description has been updated and vastly improved to help us plan our curriculum.   Each session of this summer workshop will provide lessons using innovative techniques for teaching the AP Computer Science A topics. The new AP Computer Science A Labs and four new student programming projects covering one and two-dimensional arrays, Lists/ArrayLists, searching, and sorting will be integrated into these lessons throughout the week.  The four student programming projects were piloted with the presenter’s students and are complete with teacher solutions and are ready to use with students.  Come and join us this summer and find out how much fun teaching and learning Computer Science can be! Participants will also receive information about the current and future direction of the APCS A course as well as the latest information from the 2016 APCS A Reading.  Additional APCS A topics will be covered based on the needs and/or contributions of the participants.

AP Computer Science requires the Java programming language.  A working knowledge of Java or a similar programming language would be helpful. 


Get Attatchment (1)Doug Allen – Brigham Young University, Provo, UT

AP Studio Art –  Teachers New to AP

Douglas Allen, BFA, MS, Administrative Credential, has been teaching AP* Studio Art classes for over 25 years and is currently a Studio Art Instructor at Brigham Young University (BYU). At BYU he also organizes Professional Development for teachers in a 5 school district university-public school partnership.  He has been in this position for three years and before that was the Fine Arts Consultant (K-12) for 6 years for 78,000 students in Jordan School District. He began his career teaching art at a high school in Australia and then at a high school near Salt Lake City, Utah. He has been working with the College Board, both as an exam Reader and Consultant for the past ten years and has led one-day workshops and five-day institutes nationally. Besides being an educator, Mr. Allen is also an accomplished artist and has many commissions for his paintings.

Course Description: Participants in this workshop will look at and explore the three major concerns that are constant in the teaching of art: quality, concentration, and breadth. The course is designed to assist high school teachers of AP* Studio Art in planning their lessons and preparing their students to successfully develop their portfolios in 2-D Design, 3-D Design, and Drawing. We will look at the rubrics for each section of the three portfolios, and at the end of the week, teachers will be more effective in evaluating their students’ work and assisting them to achieve higher AP scores. Time will be provided to share information and network. Museum experience will provide curriculum ideas and add strategies to enhancing student artwork.

Day One:Introduction, background, expectations, AP course rigor, organization of portfolios (Drawing, 2-D Design, 3-D Design), future success, getting the word out, gaining knowledge about the program, discussing individual expectations, equity and availability to all students, hands on activities.

Day Two:Looking at and analyzing rubrics, vocabulary, looking at images (digital and slides) of past work in relation to rubrics, enhancing curriculum through sharing ideas, building reference files.

Day Three: Expanding ideas through museum and gallery visits.

Day Four:Learning the importance of image selection, photographing artwork, cropping images, selecting quality pieces, organizing breath section, selecting concentrations, answering concentrations questions, developing curriculum from museum and gallery visits, discussing resources for teachers such as Teacher Resource Centers and online research.

Day Five:Developing creative ideas, pushing, stretching, searching for ways to enhance course curriculum, looking at successful programs and hand-on activities. Sharing session with fellow teachers, highlighting student work, sharing sample images, looking at pace of the program and benefits for the teacher, the department, the school, and evaluation and final wrap up.

What  to Bring:  a sample lesson of a highly successful project to share with other participants. This project should be one, which they have done with their students and can show visual samples.

trishwebPatricia Winnard – Heritage Hall Upper School, Oklahoma City, OK

AP Studio Art- Teachers Experienced in AP

Patricia has taught art for 43 years and Advanced Placement Studio Art for 24 years.  She is a Fulbright Scholar, National Board Certified Teacher and a NAEA Teacher of Distinction.  Over her teaching career she has received the AP Outstanding Recognition Award, Teacher of the Year, finalist for Oklahoma State Teacher of the Year, Oklahoma Art Teacher of the Year, Secondary Art Teacher of the Year, Western Region Art Teacher of the Year, and finalist for National Art Teacher of the Year. She has done extensive brain research with renowned author and originator of the Multiple Intelligences, Howard Gardner, at Harvard University. She has received over $70,000.00 in grant funding.

Patricia is an AP Studio Art Reader. She has conducted over 150 1, 2-day and summer training institutes as a consultant for the College Board for the last 18 years. She was a guest lecturer at the 2008 and 2012 AP National Convention. She taught  AP Studio Art in Beijing, China as an exchange professor with the Freeman Foundation in 2011. She is a published writer and illustrator for Christian children books. She is currently an AP Studio Art teacher at Heritage Hall Upper School in Oklahoma City where she began and has nurtured a thriving program for the last 14 years. She is also a mentor for the Master Teaching Program for the Oklahoma City Schools and Integris Health Network. Last year she was selected to participate in the Robert Rauschenberg Project in Washington DC.  This year she was selected as one of the 2015 Cambridge University Who’s Who Among Executive and Professional Women in Teaching and Education.

While teaching teachers across the country I am often asked; how do you get your students to perform at a level of excellence?  I always simply reply as Michelangelo did when sculpting his immense figures. . . It is already there, I only help to bring it out.

Course Description: An overview of Pre-AP and AP Studio Art will be examined and discussed.  Strategies and tips for organization and implementation the studio course will follow.   Participants will engage in a series of new activities using a variety of methods according to their level of expertise.  This study will include both technological, photographical and by-hand surface preparation processes.  This body of work could be in the form of a deconstructed journal, surface preparations using strategies developed by the instructor, or an independent study. Participants will be introduced to creating a blog, the use apps and You Tube videos and discuss the implications of using the technology in the AP Studio Art course. Participants will engage in creative imagery exercises to stimulate creative choice with their students. The issue of teaching students benchmarks for “quality” in art forms will be addressed with the use of reflective, summative and oral evaluation systems. The Reading 2015 and scoring the portfolios will be reviewed and discussed, from the vantage point of a reader, through an overview of images. AP Central and other instructional resources will also be discussed and shared.

What to Bring:

  • Apron 
  • Assortment of papers, paints, brushes, drawing mediums
  • Rubber gloves
  • Sketchbook
  • Hardbound used book
  • 12 GB flash drive (for saving extra materials)

bkread2Brian Kaestner – Saint Mary’s Hall High School, San Antonio, TX

AP Environmental Science – Teachers Experienced in AP

Brian currently teaches AP Environmental Science and AP Human Geography at Saint Mary’s Hall in San Antonio, where he has been on the faculty for 33 years. In 1993, Brian received the “Special Recognition Award” from College Board and was a TEA state nominee for the “Presidential Awards for Excellence.”  In 2000, he received the “Siemens Award for Advanced Placement Teaching.” With a B.S. in Biology and an M.S. in Environmental Management, Brian also serves with the College Board as an Advanced Placement consultant and as a table leader at the APES reading.  He is also the moderator for the College Board APES Community Forum.  A veteran of both public (PA) and private (NY, TX) schools, Brian is in his thirty-seventh year teaching and coaching soccer.

Course Description: The goal of the AP Summer Institute is to reinvigorate experienced AP instructors emphasizing field experience using the vast resources of the Little Rock area. This institute will provide a forum for experienced AP Environmental teachers to investigate the multidisciplinary nature of AP Environmental Science while pursuing a variety of field opportunities.  The use and development of classroom lessons based on our experiences will be stressed. Sustainability will be the unique focus for the week as we investigate the multidisciplinary nature of the environmental science curriculum.  We will consider the cultural changes required to develop a long-term sustainable society at local, regional, national, and global levels.  Closer to home, participants will have an opportunity to consider aspects of their own school campuses that could be guided towards a more sustainable approach to resource use. Participants will complete a variety of field activities, including an array of useful techniques for analyzing plant and animal populations in both aquatic and terrestrial ecosystems.  Methods will incorporate both traditional techniques and calculator-based labs. This institute will incorporate significant fieldwork and participants should be prepared for light hiking over short distances.

What to Bring: The instructor will provide insect repellent and sunscreen as needed, but participants might want to bring a camera, binoculars, notebook, walking boots or shoes, and hat for fieldwork.  Participants should have one pair of shoes that they do not mind getting wet and/or muddy.

 Lisa Tobias -John Paul II Catholic High School, New Braunfels, TX

Pre-AP Middle School Science

Lisa Tobias currently teaches Middle School and one class a week of Elementary Science at St. Peter Prince of the Apostle School in San Antonio, TX. Prior to that, Chemistry, Pre-AP Chemistry, and AP Chemistry at Central Catholic High School; Pre-AP Physics, Pre-AP Chemistry, Earth Science, and Physics 1 at John Paul II Catholic High School in New Braunfels, TX; Pre-AP eighth grade physical science and sixth grade robotics. She has been teaching science since 2000. Mrs. Tobias holds a BS in biology and history from Bates College and an MA in education from Barry University. She has been consulting for the College Board since 2007 in Pre-AP Science and inquiry-based laboratories, as well as science vertical teams, and is currently a consultant mentor.

Course Description: The Pre-AP Science APSI is designed to take participants through each of the major components of a Pre-AP curriculum and then show participants how to incorporate the components into their own classrooms. The week opens by defining what Pre-AP Science is and how it can facilitate to a student’s future success in science. Specific ideas such as what language to use in general questioning, what basic skills to incorporate and when, as well as how to integrate both components into assessment will be looked at during these early days. As we move farther into the week, we will begin looking at the different types of inquiry-based classrooms and how a class can be inquiry-based and still move forward through the necessary material at a reasonable pace. Teachers will also learn how to present inquiry in a way that makes even open ended inquiry approachable to students who are new to the process, saving time, frustration, and resources. In the last main component, we will assess different labs and evaluate how student vs teacher based (inquiry vs cookbook) they are. Once that is completed, we will begin to modify them in a constructive manner, making sure to incorporate other aspects of a successful Pre-AP classroom into the final products. If teachers bring their own labs, we will work on modifying their material and labs, rather than the stock labs provided. Throughout the whole week, we will be looking at and doing a variety of labs, activities, and projects that illustrate some aspect of the wide spectrum that makes up Pre-AP Science.