Consultant Information and Course Descriptions


Consultant Information and Course Descriptions

July 10-13, 2018

007Mark Welch – Alpena High School,  Alpena, AR

Pre-AP Middle School Science

Marshall Welch has been a high school science educator for 28 years with the last 21 of those at Alpena High School in northwest Arkansas. He works also as a part-time faculty member at North Arkansas College where he is a physical science, astronomy, and biology instructor. While at Alpena, he has taught AP Biology for 12 years.  He has instructed the Pre-AP Biology classes for 25 years.  In 2015, Marshall was recognized as a National Board Certified Teacher.  He adheres to a curriculum framework driven instruction philosophy that has resulted in recognition of his students as a top 20 high school in his state for most improved end of course biology exam performance over a period from 2007-2013 by the Office of Educational Performance (OEP) at the University of Arkansas.  Marshall initiated a competitive high school science research program that has witnessed over 1,400 regional, state, and international science fair awards won by students. He has had the privilege of mentoring 24 Intel International Science and Engineering Fair finalists. He has also collaborated with the Alpena FFA Chapter to produce over 100 National FFA Agriscience Fair Finalists. 15 of those were national award winners earning 1st, 2nd, or 3rd place honors.  Marshall was selected among a small group of high school science educators to be trained as a College Board Professional Development Consultant in April 2013. He was trained in Chicago and has presented professional development events for the New York Stem Initiative, Texas Gear Up, Oklahoma Department of Education, Gwinnett County (Georgia) Schools, Columbus (Georgia) Public Schools, and the Los Angeles Unified School District along with local events in Arkansas. He has presented over 20 Advanced Placement Summer Institutes in Arkansas, Texas, New Mexico, and Pennsylvania.  He finds the move to a framework driven and inquiry-based curriculum in the AP sciences an interesting challenge and enjoys helping teachers transition to this direction of AP Science education.

Course Description: The 2018 Pre-AP Science APSI will acquaint teachers with Pre-AP science practices and their correlation to national and local content standards.  Participants will take an in-depth look at national and local content standards and how they are organized.  Additionally, correlation will be made between national and local standards and the new AP Biology Curriculum Framework to identify “crosswalks” for the teacher to move toward enhancing current curriculum.  Each of the four days will address a different standard.  Each day will also include a Pre-AP strategy session designed to enhance a Pre-AP Science learning environment by moving from teacher to student-centered instruction. Pre-AP Concepts will also be offered in a daily session to help teachers assist students toward skills needed in an AP Science class.  Select inquiry labs that correlate to general standards will be included.  Additionally, inquiry investigation will be performed to help the teacher move from guided to more open-inquiry labs for their students.  Exam strategies will also be included to help the teacher assist their students toward success by using various test taking practices for future standardized testing including AP exams.  Participants are asked to bring a calculator, personal protective equipment for laboratory activities, and a laptop computer if available.  Through practice, sharing of ideas, discussions, and modeling, it is the intention that participants will become more skilled in instructing their students to become more successful in achieving the skills to be successful in the Pre-AP and AP Science programs of study.

What to Bring: Bring sticky notes, pens, highlighters, and a USB drive to save your work.


Paula Phillips – Lansing High School, Lansing, NY

AP Biology – Teachers New to AP

Paula Phillips  has been teaching AP Biology in both public and private schools for over twenty five years.  She has been involved with the AP Biology Reading since 1998, serving as a Reader, Table Leader, and currently serving as the Assistant Chief Reader.  She conducts both week-long summer institutes and one-day workshops for the College Board in North Carolina and Florida.  She has written and edited multiple choice questions for the AP Exam and was an author for the First Ed. of POL.  During her teaching career,  she has won scholarships to study Biotechnology at both Duke University Summer Institute and Cold Spring Harbor Laboratories, and she developed and taught summer science programs at Pfeiffer University in North Carolina.  She is a  graduate of North Carolina State University and the University of Central Florida.  She has three BS degrees in Biology, Forestry, and Science Education; and a Master’s Degree in Science Education.  She currently lives in Ithaca, NY with her two children, Levi and Olivia, and she works at Lansing HS in Lansing, NY.

Course Description: 

** Investigative Labs to be conducted during this APSI

 Day 1: THE CURRICULUM FRAMEWORK – Less is Really More

Welcome, Introductions, APSI Schedule and Notebook, Handbook, Textbooks, Equity and Diversity, The Curriculum Framework: BI’s, EU’s, and EK’s (Jigsaw/Concept Map)

AP Biology Investigative Labs Overview: An Inquiry-Based Approach

                              Tips on Planning an AP Biology Course for the Year (AP Audit and Syllabus), Lab Notebooks, Lab Reports, Laboratory Equipment and Materials

      Investigation 4: Diffusion and Osmosis ** BI 2

                              Investigation 11: Transpiration ** BI 4 (Whole Plant vs Potometers)

Day 2: HEY, WHAT’S THE BIG IDEA? And the LO’s and the SP’s

                             The AP Biology Exam for 2018 – Scoring of the FRQ’s (2, 3, 5, 6, 7, 8), Writing Multiple-Choice Questions Based on Content from the CF

      Investigation 5: Photosynthesis ** BI 2 & other simple Investigations

                              Investigation 1: Artificial Selection BI 1 (Alternatives)

                              Investigation 10: Energy Dynamics BI 4 (Alternatives)

 Day 3: DNA –From Gene to Protein to Traits

                             Investigation 6: Cellular Respiration ** BI 2

                             Investigation 13: Enzyme Activity** BI 4

                             Investigation 8: Biotechnology: Bacterial Transformation ** BI 3

                              Investigation 9: Biotechnology: Restriction Enzyme Analysis of DNA ** BI 3

                           Investigation 3: BLAST BI 1 **

Investigation 7: Cell Division: Mitosis and Meiosis BI 3

 Day 4: Quantitative Analysis–MATH: Biology’s Next Microscope

                            Mathematics and Statistics Review for Biology Students (2018 Exam FRQ’s 1 and 4),  Calculating Transformation                                                   Efficiencies from Investigation 8

Calculating Sizes of Restriction Fragment Lengths from Investigation 

                            Investigation 2: Mathematical Modeling: Hardy-Weinberg (Woolly Worms) BI 1

                          Investigation 12: Fruit Fly Behavior ** BI 4

                College Board Evaluations and APSI Certificates and USB Drives



Joy Killough – (Retired), Austin, TX

AP Biology – Teachers Experienced  in AP 

Joy Killough is a career science educator. She has had the privilege of working with students of all ages from elementary through college, including over twenty years teaching AP Biology at Westwood High School in Austin, Texas.  She has been a consultant to the College Board since 1999 and has served as a reader for the AP Biology exam. Joy has consulted throughout the United States and internationally, and she enjoys exchanging stories and lessons with other educators. She is a Past President of the Texas Association of Biology Teachers (TABT) and received a Presidential Award for Excellence in Math and Science Teaching in 2011. The Texas Academy of Science named her the 2012 Outstanding Texas Educator. Joy earned a BA in Biological Science and a Master of Science in Biology from The University of Houston/ Clear Lake. Joy received a Graduate Merit Fellowship from Texas A&M University in 2014 where she is a doctoral candidate in Curriculum and Instruction (Science Education).  Her research interests include science professional development, reforms in science education, and math-science integration.

Course Description: This course is designed for participants who have some experience teaching AP Biology.  Like the AP Biology course itself, this AP Biology Summer Institute will be participant-centered and inquiry-based. We will examine elements of the AP Biology curriculum through an engaged, social, active learning style. The institute will be a mixed of biology content, AP Biology pedagogy, and resource discovery and application, all designed to increase student success.

We will review College Board resources including AP Central, AP Biology released exams, the 2018 free-response rubrics and sample documents, the curriculum framework, and the Equity and Access policy. We will examine resources for each of the four Big Ideas, including lab extensions, alternatives, and troubleshooting help. We will have an opportunity to discuss modes of AP Biology teaching such as the flipped classroom and active learning, and look at what the research says about these trends. There will be ample opportunity to share with your fellow teachers, including some special integrated lessons with the AP Statistics participants. You will leave with classroom ready lessons that are engaging to your students, more experience with inquiry labs, and assessment strategies that work for you and your students.

What to Bring: Please bring a laptop computer or tablet that can access the Internet and a USB drive to save your work. Most handouts are accessed via Dropbox and Goggle Docs, and some labs are on-line. Also bring your personal protective equipment (including goggles and lab coat or apron). We will work on fine-tuning your course pacing so bring your school calendar for next year.


 Janice Willingham – (Retired), Oklahoma City, OK

AP Chemistry – Teachers New to AP

Janice Willingham recently retired from West Moore High School in Oklahoma City where she taught pre-AP chemistry and AP chemistry and where she also served as department chair. Janice brings to the workshop 38 years of teaching experience.  For the past 35 years Janice has taught chemistry and 22 of which have been Advanced Placement Chemistry.

Janice has a BS degree in Medical Technology from the University of Central Oklahoma and a MS degree in science education also from the University of Central Oklahoma. For seven years Janice worked as a Medical Technologist and Chemistry department head at Children’s Memorial Hospital in Oklahoma City before becoming a teacher for the Moore School District.

Janice was runner up to her district’s Teacher of the Year Award.  She has been listed in “Who’s Who Among Americas Teachers” for several years and is the recipient of Sigma Xi’s Club “Teacher of the Year” from University of Central Oklahoma (1994) and from the University of Oklahoma (2001).  In 2005 Janice received the Siemens Award for Advanced Placement and has again been nominated for this award for 2007 and 2008. Most Influential Teacher as nominated by Oklahoma’s Academic All-Staters 1990,1992,1996,1998, 2002, 2006,2014, 2017

Course Description: This workshop is designed for teachers who are beginning their careers as AP Chemistry teachers.  Time will be spent during the sessions on the nature of the AP program and on structuring an AP Chemistry course.  Many labs are discussed and teachers are given an opportunity to do a number of typical labs appropriate for AP Chemistry. Topics that are often covered are teaching and testing techniques, periodicity, bonding, states of matter, kinetics, equilibrium, instrumentation, equations and product prediction, thermodynamics, and electrochemistry.  The workshop makes considerable use of the graphing calculator and the CBL as a data collection device. Typical AP problems and essays are discussed, and strategies for enabling students to perform well on the AP exam will be shared.

What to bring: Participants are asked to bring 30 copies of their favorite demo and/or experiment to share with fellow participants. Goggles and appropriate shoes for laboratory experiments will also be required. Bring a USB drive to save your work.

T.J. Dortch – Edmond Memorial High School, Edmond, OK

AP Chemistry – Teachers Experienced in AP

Thomas Dortch (TJ) has been a high school educator for over 20 years and an AP Chemistry teacher for the past 16 years.  He has been an AP Chemistry Exam Reader for the past four years and has been a consultant for College Board for the past five years.  He has done workshops in Las Vegas, San Francisco, Chicago, Oklahoma, Texas, Indiana, and Arkansas and is looking forward to present in Fairfax, Virginia.  In 2008, he was named Oklahoma’s Siemens Award winner for Advanced Placement.  He lives in Edmond, Oklahoma, which is about 15 miles north of Oklahoma City.  Originally from the Chicago suburbs, he has taught high school science in Illinois, Texas and Oklahoma.  He has five children that he adores and a loving wife to keep him sane.  He enjoys discussing chemistry education and is always trying to improve his craft.

Course Description: This workshop will be focusing on student exam improvement through laboratory investigations, activities, POGILs, data collections, and worksheets.  Each day we will spend half the day in the lab, so bring your own goggles and device.  If you have any activities or ideas that you would like to share, you are more than encouraged to do so.  We will be dissecting the year’s exam and go over major misconceptions that interrupt the learning process.  Mainly you will obtain activities, teaching tips and ideas that will enhance your AP Chemistry teaching.


Jim LahnerJim Lehner – The Taft School, Watertown, CT

AP Environmental Science

Jim Lehner began his teaching career in 1993 and joined the Taft School faculty in 2000.  He holds degrees in physics, mathematics and environmental science. Jim has been an APES Reader since 2005 and has been a Table Leader since 2012 and now a Question Leader since 2016 as well as a member of the APES Test Development Committee.  Jim is also an active member of the thriving APES e-community that resides in many locales on the Internet. Jim presently serves as the Head of the Science Department at Taft while also teaching two sections of AP Environmental Science and two sections of chemistry. Jim is married to his wife Kathleen with two boys Evan (Taft class of 2016) and Nathan. He enjoys playing music (guitar and mandolin mostly) with friends, hiking, bike riding, playing music and watching soccer.

Course Description: This workshop is designed for teachers new to AP Environmental Science (APES). Because this multi-disciplinary course incorporates elements from various sciences, the laboratory component of the workshop will focus on how to complement the classroom experience through appropriate laboratory and field investigations.  These diverse field investigations will stress scientific principles and analysis through first-hand studies of and visits to local ecosystems and forestry management areas. Other topics include human population investigation, water quality analysis, sewage treatment, biodiversity description and soil examination, organic farming, and a freshwater stream study.

Recent APES exams and their scoring will also be discussed, with special focus placed on this year’s free response questions.  Participants will develop an appropriate APES unit organizer and sequence guide that leads to an APES syllabus to satisfy the College Board audit process and three multiple-choice questions suitable for use on a future test.

What to bring: Bring sticky notes, pens, highlighters, and a USB drive to save your work. Participants are also encouraged to bring their APES text and lab manual, field shoes and rain gear, and one environmental field/lab experience (electronic copy) to share with other participants.  Questions or requests for specific activities can be directed to the instructor at


Photo_031307_001Kenny Moore – LaGrange High School, LaGrange, GA

AP Calculus AB – Teachers Experienced in AP

Kenny Moore was born and raised in Waycross, GA where he attended Ware Co. High School.  Upon graduation, he attended the University of Georgia in Athens where he earned a BSED in Math Education.  He later added a Masters from UGA and an Educational Specialist degree from The State University of West Georgia. Kenny and his wife Teresa recently celebrated their 40th wedding anniversary.  They are the proud parents of Kanada and Kaleb, and proud grandparents of Abby, Cason, and Cooper. Kenny began his teaching and coaching career at Jefferson High School in 1976.  He later taught and coached at Perry High for 6 years and for 4 years he was the head football coach and Athletic Director at Charlton Co. High School in Folkston, GA.  In 1989, the Moore family moved to LaGrange, GA where Kenny has been teaching and coaching at LaGrange High School ever since.    Kenny has held several leadership roles in his school, his community, and his church.  Over his 42 year career in education, he has received many awards such as STAR Teacher, Teacher of the Year, Coach of the Year in multiple sports, and Community Visionary Award to name a few. Kenny has taught AP Calculus (AB and BC) at LaGrange High for 27 years and has been an AP Calculus reader for 9 years.  For several years, he led Calculus workshops for the Georgia State Department of Education.  Kenny serves as a consultant with the College Board and has had the great privilege to lead one day workshops and Advanced Placement Summer Institutes in several states.  He also had the great honor of leading a 2-day workshop for Chinese and international teaching in Cumming, China

Course Description: This APSI will focus on the topics covered in the Advanced Placement Calculus AB course.   Most of the time will be devoted to the content and teaching strategies that could be used in the classroom that will hopefully better prepare the students for the AP test and their college calculus work.   We will look at many actual AP questions and discuss how AP readers score the FRQ’s.  Discussions will include evaluation practices; changes to the AP Calculus course, equity and access, and participates best practices.

What to Bring: Bring sticky notes, pens, highlighters, and a USB drive to save your work.


Deborah Costello – Trinity Prep School, Winter Park, FL

AP Calculus AB –  Teachers New to AP

Deborah Costello has been teaching AP Calculus for more than 25 years, has been an AP reader for 10 years, and an AP consultant for 16 years.  She currently serves an AP Calculus teacher at Deerfield Academy in Deerfield Massachusetts.   She has done presentations on calculus, calculators, and technology at FETC, FCIS, and the AP National Convention.  In addition to mathematics, she has also taught Forensic Science, AP Psychology, and a course in Leadership and Service.  Deb enjoys snorkeling and photography.

Course Description: Workshop participants will discuss various methods of content presentation and sequencing, student and textbook selection, and teaching strategies.  During the week we will develop a curriculum outline with particular emphasis on the Curriculum by Design model.  We will solve problems from all sections of the AB curriculum and focus on the areas students find most challenging.  Participants will gain insight into the design and grading of the AP Calculus AB Exam by practicing evaluation of Free-Response questions.  Graphing calculator usage will be discussed, and participants will share areas of expertise, collaborate, and develop lessons.  Participants should bring a graphing calculator and a laptop to the session and will find a 3-ring binder and loose leaf paper helpful.

What to Bring: Participants should bring a graphing calculator and a laptop to the session. Also bring sticky notes, pens, highlighters, and a USB drive to save your work.


 APSI-photo-3 Penny Smeltzer, Austin Peace Academy, Austin, TX

AP Statistics

Penny Smeltzer created one of the largest AP Statistics programs in the nation with eleven full classes at Westwood High School in Austin, Texas and is currently introducing the program at a new school. She has served as the Statistics Content Specialist for the National Math & Science Initiative writing innovative lessons and helping teachers coast to coast. Her recognition includes 2015 Presidential Award Finalist, 2011 O’Donnell AP Teacher of the Year, 2010 Intel Teacher of Merit, 2009 Texas Exes Outstanding Teacher, the 2008 national winner of the Siemen’s Teacher Award, 2007 District Teacher of the Year, and 2006 Toyota International Teacher Award. Fourteen  years of experience as an AP Statistics exam grader, grading leader, rubric writer, and current Test Development Committee member keeps her in touch with the focus of the AP Statistics course. Her passion is creating meaningful interdisciplinary lessons with science. Penny presents lively, interactive workshops to teachers in AP Statistics, New Teacher Survival Skills, and Math & Science Integration.

 Course Description: This AP Statistics course will highlight topics from the four basic content areas for new teachers as well as provide enrichment activities for experienced teachers.  The workshop is designed to be flexible enough to focus on the needs of all registered participants. You can count on fun, information, classroom lessons, and strategies to meet your students’ needs.

Topics of the course include

  • Strategies to build your AP program
  • Higher level thinking skills required for students’ success
  • Experimental design
  • Descriptive statistics
  • Probability
  • Inference
  • Course calendars and pacing
  • Exam grading and rubrics
  • Statistics labs designed to enrich the content and add the fun
  • Potential interdisciplinary work with science courses

What to bring: Participants should bring a TI-84+ or similar calculator, jump drive, and school calendar to gain the maximum benefit from the institute.  Experienced teachers should bring a list of topics they wish to enrich or improve in their classrooms.  New teachers are encouraged to familiarize themselves with the course content and their textbook.

Julie Hood, Dade County Schools, Miami, FL

AP Physics 1

In addition to teaching AP Physics since 1998, Dr. Hood began her work with the College Board in 2005. After three successful years scoring AP Physics exams, she became a Table Leader, which entailed developing rubrics and training teachers to score the exams.
Shortly thereafter she began writing questions for the exams, in particular the upcoming AP Physics 1 and 2. Her consulting with the College Board involves training teachers in the various AP Physics courses, as well as presenting their new course Building Students’ Reasoning Skills. Before her work in secondary education, she was on the faculty at the University of Miami, teaching graduate courses in Applied Marine Physics and conducting oceanographic research across the globe in marine geophysics and seismology. She presented her research at international conference venues, published her discoveries in scientific journals, and organized and hosted the 6th International
Workshop in Seismic Anisotropy. She enjoys public speaking and looks forward to working with AP Physics teachers at the University of Arkansas at Little Rock APSI.

Course Description: The purpose of this course is to explore the AP Physics 1 course, which is one of the two new AP Physics courses formed from the redesign of AP Physics B. The new courses were created to enable AP students to develop a deeper understanding of content and focus on the application of knowledge through inquiry labs. Topics in AP Physics 1 include the principles of Newtonian mechanics (including rotational motion); work, energy, power; mechanical waves and sound; and an introduction to simple circuits. An
overview of the AP Physics 1 Curriculum Framework covering a variety of content specific topics organized under six “Big Ideas” that articulate the foundational principles of introductory physics will be investigated. Planning and teaching methods for an effective AP Physics 1 class will be discussed and an analysis of the new exams will be presented.