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 UA Little Rock and other institutions serve as guest faculty throughout the Institutes.

Teacher participants for all APSI weeks are asked to bring hi-lighters, sticky notes, pens, and pencils to use in class and a USB drive to save materials.

Consultant Information and Course Descriptions

June 12-15, 2018


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

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

Teresa Tyra, a 31-year veteran educator, is in her third 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 practical applications for guiding learners to higher-level thinking. In addition to strategies to prepare students for AP courses, we will also discuss how Pre-AP strategies can be used in all classrooms for all students. Teachers experienced in Pre AP strategies and teachers who are new or have never attended a Pre AP session are all welcome; we will collaborate and learn from each other. 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 favorite unit and/or a unit or lesson that needs an infusion of critical thinking activities.  Please also bring highlighters, sticky notes, and a USB drive to save materials.


Stephanie Woolley-Larrea – Miami, FL

Pre-AP Middle School English – Teachers Experienced in AP

Stephanie Woolley-Larrea has been a College Board Consultant since 1999, working with Pre-AP English and AP Vertical Team initiatives both locally and nationally.  She has taught every grade from 6-12 and is still not quite sure which is her favorite.  She holds a Bachelor’s Degree in English and a Master’s of Fine Arts Degree in Creative Writing, is a National Board Certified Teacher and is Montessori trained in Secondary School.  When not grading papers, she chauffeurs her three children around Miami, Florida, where she is from, and creates lists of books she will read over the summer.

Course Description: This course will focus on building the foundation of higher level and critical thinking skills necessary for student success in both the AP Language and Composition and AP Literature and Composition courses typically taken the last two years of high school.  Practical classroom strategies will include close reading, analysis, writing, discussion and planning.  It is my goal that each teacher leaves the institute with ready to use lessons for the upcoming school year.

What to bring: Please bring your classroom/school/state standards and any text(s) you are required or hoping to use.  Please bring a laptop or a tablet. Bring a USB drive to save your work.


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

Pre-AP English for High School Teachers

Brook Bullock has taught in Oklahoma since 1994 and currently teaches AP English Literature and on-level Mythology at Edmond Memorial High School in Edmond, Oklahoma.  His first teaching assignment was at rural Blackwell High School, where he was a founding member of the school’s first AP English Vertical Team, and he taught both on level and Pre-AP English I and II, as well as electives in mythology and Shakespeare. 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, and from 2011 to 2017 he taught at Putnam City North High School. Brook is a Reader for the AP English Language and Composition 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.  His passion, however, continues to be working with students at the secondary level.

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

A tentative agenda includes: AP Language & Literature Test Overviews, Vertical Teaming, Identification and Application of student needed skills, Evaluation of curriculum, Developing Engaging Lesson Plans.

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). A digital copy will suffice. A USB drive to save your work.

Brian Wynne – Johns Creek High School, Johns Creek, GA

Pre-AP Math I (Pre-Algebra Focus)

Brian D. Wynne has been a high school mathematics teacher for 21 years and has taught subjects ranging from Pre-Algebra to AP Calculus BC. Currently he teaches GSE Pre-Calculus and AP Calculus AB at Johns Creek High School in Johns Creek, Georgia–a suburb of Atlanta.  Dr. Wynne also serves as a consultant for the College Board and has facilitated one-day workshops involving Math Vertical Teams as well as week-long Pre-AP summer institutes for middle school and high school teachers. His professional interests include creating assessment items in mathematics, increasing rigor in teaching mathematics, and encouraging students to think deeply about and connect topics within mathematics.

Course Description: The building of mathematical knowledge and understanding can be a complex and daunting endeavor for middle school and high school students.  In this course teachers will examine traditional topics in school mathematics from an advanced standpoint—with particular emphasis placed on instructional strategies for helping students understand the conceptual underpinnings of the content rather than just procedure.  Problem solving and mathematical modeling will be discussed using numerical, algebraic, and graphical representations—coupled with appropriate uses of hand-held graphing technology.  There will also be various opportunities throughout the week to meet and interact with other mathematics teachers in order to vertically align curriculum and create common assessment items.

What to bring: A USB drive to save work.


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

Pre-AP Math II (Algebra I Focus)

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 USB drive to save work
  • Loose Leaf notebook
  • Post-its
  •  Pencils, pen, highlighter
  •  Scissors
  •  Scotch tape
  •  Ruler
  •  Glue sticks
  •  Colored pencils or markers
  • If you have a graphing calculator you can bring it, but I will have calculators as the workshop.


Vivian-Stephens-2_smallVivian Stephens- (Retired) – Dalton, GA

Pre-AP Math III ( Algebra I/Geometry Focus)

Vivian 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 at Oconee County High School in Watkinsville, Ga. and taught mathematics in grades 7-12 in Oconee County and Dalton City Schools for 31 years. Mrs. Stephens has also taught mathematics at the college level and has supervised teacher candidates during their field experience for the college teacher-training program at Kennesaw State University. She has been a College Board Consultant for Pre-AP Advanced Placement Mathematics Institutes, Mathematics Vertical Teams, Cornerstones of AP Vertical Teams, Problem Solving in Mathematics, Algebraic Thinking, Analyzing Data, Systems of Equations Using Technology, Effective Thinking Strategies, and Functions 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, Kipp Tulsa Middle School in Tulsa Oklahoma, and the Washington County Schools in Tennessee. 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 a son-in-law and a one grandson.

Course Description: This workshop will focus on strategies and activities that help to facilitate the 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 their mathematics classes. Discussions will include making connections in mathematics using multiple representations of mathematics concepts with a focus on activities that help to connect the content standards with the mathematics practice standards. Activities will involve the use of manipulatives, calculators, experiments, data collection and much more. Connections will be made between Pre-AP and AP as we review mathematics problems that correlate to the concepts taught in our AP Mathematics courses.

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

  • Pencils, highlighter, paper
  • Computer (for online activities)
  • USB drive so that you may save your work.
  • Ideas, smiles, and enthusiasm!

Corey Boby- Bryant High School, Bryant, AR

Pre-AP Math IV (Algebra II, Pre -Calculus Focus)

Corey Boby is currently teaching AP Calculus, Geometry, and Algebra 2 at Benton High School. He has been teaching since 1994. During his career he has worked for the Arkansas School for Mathematics and Science, Lakeside High School, Benton High School, and Texas Instruments. Corey believes in the appropriate integration of technology. He uses a SMARTBoard, iPads, TI-84’s, and TI-Nspire CX in his classroom. Corey believes technology can an invaluable tool for mathematics, but it should be used as a tool to support the mathematics not to do it for students. The mathematics should always be the focus and the center of all lessons and activities. Corey also serves as a reader for the AP Calculus exam and has been a member of Arkansas Curriculum Framework revision committees. He is married to Tracy Watson, who also teaches math at Benton. They live out in the country and with their four-legged family.

Course Description: This course is designed to delve into the content and activities appropriate for a Pre-AP Mathematics program. Participants will experience classroom activities designed to help prepare students for Advanced Placement Calculus. Both AP Calculus and AP Statistics require a strong foundation and this course will focus on the skills needed to enter those courses. 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. Attendees may want to bring a computer, a calculator, and a flash drive to the workshop.

What to Bring: Attendees may want to bring a computer and a calculator. Bring a USB drive to save your work and highlighters, pens, and sticky notes.


KoehnPhotoSemiProfDallas Koehn – Union 9th Grade Center, Tulsa, OK

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 17 years.  He has been a consultant for the College Board for 14 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. There will be some discussion of pedagogy and Pre-AP philosophy, but mostly we’ll be doing the actual activities and discussing to what extent they’ll work in our classes with our kids, or how we’d change them, improve them, discard them, etc.  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
  • A USB drive to save materials
  • Highlighters, sticky notes, pens, and paper


 Rhonda Johnson – Metro Christian Academy, Tulsa, OK

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

Rhonda Johnson taught American History at Union Intermediate High School in Tulsa, OK, for 12 years.  She was involved with the implementation of the districts Pre-AP program and has been a consultant for the College Board for the last 12 years.  In 2011, she began teaching at Metro Christian Academy, a large non-denomination Christian, college preparatory school in Tulsa.  Rhonda graduated from the University of Tulsa with degrees in History and Secondary Education.  She 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. Also, bring a USB drive to save your work.


Eugene Chase – Edmond North High School, Edmond, Oklahoma

Pre-AP High School  Social Studies (Civics/Economics Focus)

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 reader and 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 adviser for four 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 was a university adjunct instructor for eight years teaching American National Government and Social Studies Methods.

Course Description: Successful AP programs are dependent upon the quality of Pre-AP instruction. This is especially vital in schools with large numbers of students from underrepresented populations. This session will focus on helping students develop the skills necessary for success in AP Social Studies classes. The content focus will be civics and economics. In the session, teachers will develop instructional techniques for presenting primary and secondary sources, argumentation and writing, as well as data analysis. Also discussed will
be the curricular and skill requirements as well as scoring for AP Social Studies Exams.

What to Bring: Participants are encouraged to bring their favorite lessons. Additionally, please bring wifi connected
device and a USB drive to save your work.


Penny Rosas- Mayde Creek High School, Houston, TX

AP U.S. History –  Teachers New to AP

Penny Rosas is a native Texan whose 30+ year career spans from junior high to college.  For the past 18 years she has taught AP US History at Mayde Creek High School in Katy ISD, where she is a district AP vertical team member.  Rosas is also a reader for the AP US History exam and a College Board consultant.    She has served as an outside reviewer of U.S. history lesson plans for the EDSITEment web page of the National Endowment for the Humanities and a Fund for Teachers Fellow.

Attending workshops and institutes to continue learning is a luxury Penny enjoys after her three children got older.  While she has participated in many professional learning experiences, the two that bring the greatest sense of accomplishment are the Fund for Teachers grant and the Gilder Lehrman Summer Institute.  Chosen from a group of many teachers from the state of Texas, Penny was awarded $5000 to travel in Europe as a tourist, so she could share the knowledge of western civilization with her students.  The Gilder-Lehrman Summer Institute at Stanford University allowed her to work with the author of The American Pageant, Dr. David Kennedy, in a study of the Great Depression and World War II.   Both opportunities were extremely rewarding and memorable.  Recently, she was selected to attend the Congress in the Classroom workshop at The Dirksen Congressional Center in Illinois.

As an Advanced Placement teacher, Penny has the occasion to serve as an exam reader for AP US History.  She spends a week of her summer grading hundreds of essays written by students from across the nation.  While reading the essays can be rewarding, it’s the potential for learning that is most valuable.  Over 1100 history teachers from high schools and colleges around the world are in one place and they are talking history!  The exchange of ideas and knowledge shared during that one week is truly amazing.

In addition, as a consultant for the College Board, Penny serves as a presenter at AP workshops and summer institutes.  She presents pedagogy to high school teachers in week long seminars or one day workshops.  Often she prepares sessions on specific content like nullification, Five Points, New York, or the Constitution.  This extra ‘job’ allows her to travel, meet lots of teachers, and share her love of teaching history.

A shared interest in our nation and its history has made working with the members of the Sons of the American Revolution for the last several years a privilege. The Robert Rankin Chapter SAR honored Penny with the Martha Washington Medal. In addition she was chosen as the SAR Texas Outstanding Teacher of the Year.  Recently Penny received the Junior Historians of Texas 2013 Sponsors Award in her role as MCHS History Club sponsor.

Course Description: This interactive institute will have something for every teacher, regardless of experience. A closer look at the curriculum framework and the new test is a given. Other topics include organizing the course, teaching strategies and skills, content specific lessons, grading essays, resources, and creating test questions. Participants will take home activities that can immediately be used in the classroom.

What to Bring: Every participant should bring their course syllabus or calendar (electronic copy), questions regarding AP, district calendar, textbook, learning device, and a USB drive to save work.


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

John P. Irish teaches AP U.S. History, American Studies, and Advanced Topics  in Humanities Honors courses at Carroll Senior High School in Southlake, Texas. He is a nationally certified consultant in AP U.S. History for the Southwestern Region of the College Board and serves as a Question Leader for the AP U.S. History Exam. He is currently the co-Chair of the College Board AP U.S. History Test Development Committee, 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 has published a new series of workbooks on the Historical Thinking Skills for the redesigned AP History courses, all three titles (e.g., U.S., World, and European History) are published by Norton. He is the editor and founder of the independent press, A Bit O’Irish Press, which is in the process of publishing a five-volume Collected Writings of Fitz-James O’Brien. Mr. Irish holds a B.A. in Political Science and Philosophy from Southern Methodist University, he also has a M.A. in Philosophy and a M.L.S. in Humanities from SMU. He is currently working on a Doctorate in Humanities from SMU. His doctoral dissertation research is on how early 19th century American Gothic literature and art responded to the philosophical debates of the time, with particular attention to the works of Fitz-James O’Brien, the Irish Poe. 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 course successfully. 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 writing 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. 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.

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


Marsha Russell – St. Andrew’s Episcopal School, Austin, TX

AP Art History

Marsha Russell has been teaching AP Art History and sophomore Humanities at St. Andrew’s Episcopal School in Austin, Texas, for the past seventeen years, following ten years at Austin’s A. S. Johnston High School. She founded the AP Art History program at both schools and was the first to teach the course in the Austin metropolitan area. She has served as a College Board consultant since 2002, conducting teacher training events across the nation, and she has been an AP Art History examination Reader, Table Leader, and/or Question Leader since 2003. In 2009, she was one of four high school faculty  representatives to the College Board colloquium for college art history professors, and her address to the group, “AP Art History: The Keystone of the High School Curriculum,” is published on the College Board course webpage. She has served as a consultant for Prentice-Hall, the Florida Virtual School, AP Strategies, and ArtStor, and she wrote a College Board-published Course Planning and Pacing Guide for the AP Art History course that was launched in 2015. She has been named Tracor Teacher-Scholar and was presented the inaugural St. Andrew’s Teaching Award. She has received grants from The Texas Council on the Humanities and the Austin Area Junior League to integrate art history into the world history curriculum. Additional grant support has enabled her to do AP Art History course-related study travel in Mexico, India, Cambodia, Indonesia, China, and Japan. Russell received her degrees from Southwestern University and the University of Texas at Austin.

Course Description:  This AP Summer Institute is an intensive and energizing workshop addressing the needs and concerns of all AP Art History AP teachers, no matter the level of experience. We will analyze and practice the instructional techniques that make art history come alive for our students as they master the content and skills necessary for success in our course. We will familiarize ourselves with the Big Ideas, Essential Questions, and Learning Objectives in the new curriculum, and we will discover how to help our students demonstrate convincing evidence of what they learn by discussing and writing about art with intelligence and sophistication. We will look carefully and deeply at the list of 250 required works, discuss the most time-efficient and effective ways to research unfamiliar works, and learn more about works which still feel unfamiliar, with particular focus on those from the global cultures represented in the course. We will examine resources outside standard textbooks, study strategies for helping students do effective independent research, and explore various models for organizing the course while addressing the course audit and sample syllabi. All week long, we will study models of effective, innovative teaching and seize every opportunity to explore and share best practices, enrichment activities, and actual teaching materials. Participants will receive a wealth of digital teaching materials enriching all and enabling even first-year teachers to feel well-prepared on the first day of school.

What to Bring: A USB drive to save your work


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

Pre-AP Middle School Science

Lisa Tobias currently teaches Middle School Science at St. Peter Prince of the Apostle School in San Antonio, TX. Mrs. Tobias started at St. Peter Prince in 2015. 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 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.

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


June 26-29, 2018

Sandra Coker – Westlake High School,  Austin,  TX

AP English Language for Teachers New to AP

Sandra Coker taught high school English and social studies for twenty-seven years. She most recently taught AP English Language at Westlake High School in Austin, Texas. She is a veteran AP teacher and College Board consultant for AP English Language professional development. Ms. Coker is also a faculty consultant for The College Board and the Educational Testing Service as a Reader, Table Leader, Exam Leader, and Question Leader for the AP English Language Exam. In addition, she is a consultant and mentor for Louis Educational Concepts, and she led a team in creating and writing the professional development series of Star Quality Resources, English III for the Center for Educational Revision.  Ms. Coker is co-author of Analysis, Argument, and Synthesis and Writing the Synthesis Essay, and she authored the online professional development Reading to Write for The College Board.  She also served as a member of the committee to write and compile the Texas Education Agency’s Lighthouse Initiative for English Language Arts Classrooms, Texas Essential Knowledge and Skills and the Advanced Placement Program.

Course Description: This institute is designed for teachers of AP English Language. During the week we will focus on preparing for students success in upper level academic courses and for the exam through practice in critical-thinking strategies in reading, strategies for analysis, and strategies for constructing argument. Since the primary purpose of the course is to emphasize academic reading and writing, participants will receive several ideas for different kinds of reading and writing exercises and assignments, with a focus on Classical Arrangement.  Since students should complete a researched argument as part of the successful completion of the AP English Language course, participants will explore possible topics and assignments for a documented argument.  AP English Language students need many opportunities to discuss and clarify the challenging nonfiction reading with which they will be presented; therefore, summer participants will have some hands-on experiences with discussion.  A simulated reading of the 2018 questions will be conducted, and participants will receive sample student papers and strategies for using those samples for instructional purposes.  Each summer participant will be expected to complete 1-2 readings per night in preparation for the next day’s discussion.

What to Bring: A USB drive to save your work.


Katie Stueart – Fayetteville High School, Fayetteville, AR

AP English Language for Teachers Experienced in AP

Katie Stueart teaches AP English Language and Composition and Literary Magazine at
Fayetteville High School in Fayetteville, AR. She has taught various levels of English for sixteen
years. In addition, Ms. Stueart has served in a variety of leadership positions both at the district
and school level including serving as department chair and the leader of a district level action
team. An endorsed College Board consultant, she has participated as an AP reader for five
years and has presented to teachers at the national, local, and state level. Ms. Stueart is a
National Board Certified teacher in English Language Arts. She received her B.S.E. from
Ouachita Baptist University and her M.A. in English from the University of Arkansas.

Course Description: This workshop will familiarize participants to the AP English Language and Composition course
as well as the accompanying exam. Participants from varying levels of experience will share
their best practices; in addition, participants will be given time to develop a unit of their choice.
The​ ​following​ ​topics​ ​will​ ​be​ ​covered:
● Creating a syllabus and pacing the course
● Essay Scoring
● Best strategies for teaching synthesis, analysis, and argument
● Close reading strategies
● Annotation
● Writing strategies
● Discussion strategies
● Grammar
● Research and research writing techniques

What to Bring: a USB drive to save your work


Joyce-Herr11172014Joyce Herr – (Retired) -Winston Salem, NC

AP English Literature and Composition – Teachers New to AP

With over 40 years experience, Joyce Herr is in Winston Salem, NC and retired from teaching 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 served as the senior English teacher team leader and as 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, she was 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 eleven 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 presented 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, and a USB drive to save your work.

Terry Caruso – University High School, Tolleson, AZ

AP English Literature – Teachers Experienced in AP

Terry Caruso currently teaches at University High School – Tolleson  in Tolleson, AZ. She was a founding  faculty member of this program that became a separate public high school in 2011. The school has been ranked in the top high schools in the nation by US News and World
Report for 6 years. It is a Title 1 school and all students take AP® English Language and Composition and AP® English Literature and Composition. Her teaching career began in Minnesota, and she has a Master’s Degree in English Education. She has also studied adult learning as well as effective teaching strategies. Her emphasis will be to provide a positive, collaborative process. This class is designed to be focused on the needs of experienced teachers. Teachers will consider the long range vision of their class and refine and reflect on their ideas for the upcoming year.

Course Description:  Do not hesitate to contact me with questions.
 To understand the diverse possibilities for teaching an AP® class, To recognize basic components of AP® class and AP® test
To develop curriculum to integrate the components of the class to the needs and resources of an individual class.

Readings discussed:
In Search of Authority by Stephen Bonnycastle
Metamorphosis by Kafka Bantam Books ISBN 0-553-21369-5
Book of choice:  any novel that you will use in the class or have thought about using in class.
Consider the questions below for this class:
What is your experience with literature as a student, a reader, and a teacher?
What do (have) you loved about studying literature?
What do you think/feel/believe about studying literature? Or art, in general?
What outcomes do you have for the students in the AP® class, both in terms of knowledge and skills?

What to bring: Laptop (if you have one available, not required.), a USB drive to save your work, notebook, pens/pencils, school year calendar, list of available titles for students, and any materials that you have been working on for class, to share and discuss and/or work on during the class.


12803112_10153402947966863_514242044252034710_nKrista Boivie – Reedy High School, Frisco, TX

AP World History

Hamilton fanatic, travel photographer and voice-over actress. Krista Boivie has twelve years of experience in the classroom, with ten years teaching AP World History, the past three of which were focused on the redesigned exam. When asked what inspired her love of world history, she credits the experience of traveling to England at the age of 15 and visiting the British Museum. After graduating with a B.A. in Communications and then a Masters in Education from the University of Nevada Las Vegas, Krista began her career teaching in Las Vegas. She attributes the opportunities to travel to Turkey, Germany, United Arab Emirates and Jordan as a teacher delegate as some of the most profound experiences of her life. She has spent her tenure writing AP World History curriculum, and leading extensive professional development seminars for AP history teachers. After seven years teaching in Las Vegas, Krista moved to North Texas where she accepted a position as an Instructional Coach with Frisco Independent School District. Although Krista still adores teaching her students, in this role she has come to love working one on one with teachers to help them grow their professional capacity. When Krista isn’t in the classroom, you can find her designing custom photo books, planning her next overseas adventure, watching comedies on Netflix, attempting to play tennis, or perfecting the art of homemade pizza.

Course Description: This course is designed to give current or prospective teachers of AP World History the skills and knowledge to successfully introduce and implement the AP World History curriculum. Special emphasis will be placed on the six chronological periods covered in the AP World History course, the Historical Thinking Skills, and preparing students to take the revised exam. Beyond the course, pedagogical issues such as teaching critical reading and writing, and utilizing primary sources (especially with a focus on art & literature) will also occur with any available time.

Learning Goals: Teachers will be able to…

1. Explain how the historical thinking skills tie the course together.2. Explain how the parts of the curriculum framework fit together and complement one another. 3. Explain the scope of the course. 4. Explain the themes of AP World History and explain how the thematic learning objectives define what students should know and be able to do by the end of the AP World History course 5. Explain how student understanding will be assessed on the exam. 6. Explain the rubrics for the free-response questions and applying them to students’ responses. 7. Describe the Instructional Planning Report and evaluate the information in order to improve instruction. 8. Explain and apply the historical thinking skills. 9. Utilize effective instructional strategies to develop historical thinking skills and content knowledge. 10. Apply their knowledge of content and pedagogy to build a unit of instruction. 11. Align instruction and assessment, as well as instruction and the learning objectives. 12. Assess student understanding and providing feedback. 13. Implement the curricular requirements and include them in their syllabi. 14. Describe available resources and how to use them in class. 15. Explain how students demonstrate understanding. 16. Sequence their courses to scaffold concepts and historical thinking skills. 17. Explain the value of including all students in AP. 18. Describe the equity and access policy and how they can implement it in their classrooms. 19. Identify the supports available to teach the AP World History course.

What to bring:

  • 2018-2019 School calendar, if available
  • Note-taking materials
  • Laptop
  • Bring a favorite lesson/activity to share with other teachers
  • a USB drive to save work


Patti Harrold – Retired, Edmond, OK

AP European History

Patti Harrold taught for 42 years and was, at her retirement, social studies department chair at Edmond Memorial High School in Edmond, Oklahoma, where she taught AP European History, AP World History, AP Art History, and AP U.S. History. She also, most recently, worked for College Board where she was in charge of instructional design for AP European, AP World, and AP US histories, and Lead for AP Art History.  Patti is currently an AP Reader for European History and a College Board consultant through which, for 25 years, she has presented at more than 100 College Board and AP workshops and week-long institutes. She has written and edited many AP History publications, both for College Board and independent publishers. 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 European History course will offer methodology and topical studies for the new and experienced AP European History teacher.   We will cover the AP European History course and exam, discuss and practice a wide variety of classroom strategies to use in teaching our Thematic Learning Objectives and Key Concepts and on the History Disciplinary Practices and Reasoning Skills, share lessons and strategies, and write multiple-choice questions.

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

  • Understanding the national AP European History course, with a special focus on the Thematic Learning Objectives and Key Concepts and on the History Disciplinary Practices and Reasoning Skills
  • Understanding the national AP European History exam, in both the writing and multiple-choice sections
  • Classroom strategies that support the course

What to Bring:

  • AP European History text
  • Laptop computer
  • A USB drive to save your work

Eugene 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 reader and 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 adviser for four 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 was a university adjunct instructor for eight years teaching American National Government and Social Studies Methods.

Course Description: The AP US Government and Politics Exam has changed! The course went through a redesign that becomes effective for the May 2019 administration. This session will focus on the changes to the curriculum. The most significant change is the addition of an argumentative essay. Participants will review course content as a well as develop strategies to teach the eight skills and practices that are
measured on the redesigned exam: Quantitative Data Analysis, Text-based Qualitative Analysis. Visual Information Analysis, Comparison of Political Factors, Explanation of Constitutional Principles, Explanation of the Function of Political Institutions, Explanation of Factors the Influence the development of Public Policy.

What to Bring: Participants are encouraged to bring their favorite lessons. Additionally, please bring wifi connected
device as course content will be delivered electronically and a USB device to save your work.


 Cameron Stephen – Cy-Fair High School, Cypress, TX

AP Spanish Language and Culture

Cameron Stephen teaches at Cy-Fair High School in the Cypress-Fairbanks Independent School District located in Cypress, Texas. He has taught there since 2000 and has served as department chairman since 2009.  He is a product of the AP Spanish program at Kearns High School in Salt Lake City, Utah where he took the AP Spanish Language exam in 1993. His passion for teaching was born while serving a mission for his church to the Dominican Republic from 1994 to 1996. Upon returning home, he graduated with a Bachelor of Arts degree in Spanish Literature from the University of Utah in 2000. He completed a Master of Arts degree in Spanish Literature from the University of Houston in 2009.  He has taught Pre-AP Spanish and AP Spanish Language since his first day in the classroom.  He was responsible for re-starting the Native Speakers program at this school in 2001 and started the AP Spanish Literature program in 2002.  When Mr. Stephen started at Cy-Fair, only 3 students participated in the AP Spanish Language exam.  Now, his school regularly has more than 70 students that participate in AP Spanish Language & Culture and more than 20 that participate in AP Spanish Literature & Culture on a yearly basis.  Mr. Stephen has served as a reader for the AP Spanish Literature exam since 2005, a Table Leader since 2009, and as a Question Leader since 2015.   Mr. Stephen has been a College Board Consultant since 2011, conducting workshops and summer institutes all over the country.  In 2012, Mr. Stephen became a member of the College Board’s Test Development Committee for AP Spanish Literature and Culture and since 2015 as the high school co-chairman of the committee. In 2016, Mr. Stephen received the prestigious Outstanding Teacher of the Humanities award from Texas Humanities, the state affiliate of the National Endowment for the Humanities.

Course Description: This AP Spanish Language & Culture workshop is for new teachers and for teachers with fewer than 3 years experience teaching the course.  The course introduces teachers to the course learning objectives, curriculum framework, and AP exam.  The session will also elaborate on resources to use when teaching the course.  Finally, participants in the session will begin to develop lessons/units.

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

  • review the Course Exam and Description
  • assess the Equity and Access statement
  • examine the course’s Learning Objectives and ALDs
  • synthesize the course themes, organizing concepts, and essential questions
  • differentiate between cultural products, practices, and perspectives
  • select and evaluate supplemental resources
  • preview and evaluate the practice exam
  • define summative and formative assessments
  • participate in a prepared unit of instruction to model formative and summative assessments
  • prepare formative and summative assessments that can be implemented immediately
  • participate in example lessons using the new works
  • create a thematic unit or lesson for a unit
  • evaluate supplementary resources
  • reflect upon a unit of instruction
  • take the sections of the practice exam and evaluate the experience
  • select elements of the course that could be integrated into Pre-AP courses
  • share strategies for incorporating literature and culture into the Pre-AP courses
  • review the syllabus development and preparation requirements

What to bring: laptop or tablet computers and should bring any lessons, materials, or websites that they wish to share!  Also, other recommended supplies include highlighters, sticky notes, and a USB drive to save work

Tuesday- Introducing the Course and Exam

Wednesday- Strategies for Success on the Exam using Formative and Summative Assessments

Thursday- Teaching Thematic Units using Contextual Resources

 Friday- Integrating Culture, Vertical Teams, and Preparing Effective Units


Cheri Blackwood – Edmond Santa Fe High School, Edmond, OK

Pre-AP Physical Science

 Cheri Blackwood is a passionate educator who seeks to inspire her students to challenge themselves academically.  She has taught science and math at Edmond Santa Fe High School since 1994 and has been involved in starting and growing our successful AP science program.  Her current teaching assignment is AP Chemistry and AP Physics 1.  She is married to Randy who also teaches at Edmond Santa Fe and together they coach the RoboLobos, FIRST Robotics team 2359.   They have two grown daughters, Amanda a Biomedical engineer and Katelynn an Aerospace Engineer.  She attended Kansas State University (and yes, she says she is a big football and Bill Snyder fan and even uses his sixteen goals for success in her classroom), and she has worked in industry and in research.    But her true calling is teaching.  She says she feels called by God to do what she does to insure we have future doctors, nurses, engineers and citizens that understand data and can analyze and make educated decisions based on their analysis.  Most of all she loves seeing the AH HAH moments when students understand difficult concepts and the confidence they gain by achieving what they first thought impossible. Her teaching practices are varied and always evolving.  Cheri strives to make AP attainable for as many students as possible and believes a major part of attaining this goal is a strong vibrant Pre-AP program.  Teachers are the most important asset a school has.  To that end she enjoys spending her summers interacting with teachers as they all strive to improve their craft.

Course Description: In this highly interactive summer institute we will challenge ourselves to increase our own understanding of the concepts we teach and develop ways to increase our students’ understanding.  The workshop will include labs and activities and we will have discussions over how to use these to increase a student’s critical thinking skills, data analysis skills, writing skills, and math modeling skills.  We learn to use technology to enhance our instruction and increase every participants confidence in the use of data collection and analysis technology.   I am also keenly aware that many times you do not have access to technology in your classrooms, so we will also perform low tech labs that though simple really challenge students.

A typical day will see us spending half of our time performing the labs and activities and the other half discussing and planning how best to implement them in our own circumstances.  Additionally, I want to familiarize you with some of the material you are preparing your students to master at the AP level.  My hope is to spend time of science practices, chemistry topics, and physics topics that hopefully you are teaching in your curriculum.

This is intended to be a collaborative experience and to that end I encourage each of you to bring an activity or project to share with the group.  Additionally, if you have particular topics that you would like to have us discuss during the institute please do not hesitate to email me at  I look forward to a great institute this summer!!

What to bring: A USB drive to save your work.


 Frank Hullsman – St. Xavier High School, Louisville, KY

AP Computer Science Principles

Frank Hulsman worked in industry, in the software field, for over 25 years, before teaching Computer Science at St. Xavier High School, in Louisville, Ky, for 14 years.  He holds a Computer Science Degree from Purdue University and a MAT from Spalding University.  In industry he worked as a computer programmer and IT project leader. Frank has taught AP Computer Science Principles for four years, including three years as a pilot teacher.  He is a reader for the APCSP Exam and enjoys programming, writes software as a hobby, enjoys learning new languages and programming environments and sharing the excitement of this AP CSP Course.

Course Description – The goal of this Summer Institute is to prepare you to teach the new AP Computer Science Principles Course.  In this seminar, we will spend time discussing the AP Computer Science Principles Course, its curriculum framework, and performance tasks.  You will discover the exciting aspects of this course and how APCSP is designed to adapt to student interest.  APCSP broadens the view of computer science beyond programming.

Frank Hulsman taught this Course and piloted it as a part of the College Board’s national pilot.  He has also been a reader for the exam.  He is excited to share his experience with the course, and hopes to work together, with you, to explore new strategies for teaching Computer Science.

What to bring: Participants for this class MUST bring their own laptops or other devices for working in the classroom. Bring a USB drive as well to save work.

 Jane Harlow – (Retired), Centerton, AR

AP Studio Art for Teachers New to AP

Jane Harlow is a master teacher of 47 years.  She is the Co-Author of the College Board Vertical team Guide for AP Studio Art – 1st, 2nd and 3rd Editions. Jane has been a College Board APSA Consultant for 22 years and an APSA College Board Exam Reader for 21 years. Jane has presented at both AP and Pre-AP SA Institutes since 1995 in Alaska, Arkansas, Connecticut, Florida, Nevada, New Mexico, Oklahoma, Illinois, Texas, and in Singapore. She was the first APSA consultant to present workshops for the AP Experienced teachers in the Southwest Region. She has presented one and two day winter workshops for AP Studio Art, Pre-AP Art and Vertical Teaming. Jane was given SPECIAL RECOGNITION at the AP Studio Art 2016 Reading. She was awarded the Oklahoma Art Education Association “Art Educator of the Year Award for 2009-2010.” She served on the state OAEA Board as the Secondary Division Chair and Secondary Art Chair for both Bartlesville School District and Broken Arrow High School. She served on the APAC Steering Committee for the College Board from 2012 – 2014. She served as an AP Arts Director for the O’Donnell Foundation and AP Strategies for 3 years in Dallas, TX. She was awarded the “National Outstanding AP Studio Art teacher of the Year Award” in 1995. She established the first AP Studio Art classes at Broken Arrow High School and edited the district Art Curriculum Guide. She has been awarded the “Apperson-Hearst PTA Teacher of the Year Award”, “The Golden Apple Award”, was named Stanford’s “Who’s Who Among American Educators”, the “National Person of the Year for American Educators”, was twice named “Who’s Who Among American Teachers” and was recognized in Washington, DC as “Special Speaker, National SA- AP Poster Recognition.”  Jane holds a Bachelor of Science in Secondary Education from Jacksonville State University with a triple major in Art, Biology and Physical Education.

Course Description: This AP Studio Art course will focus on preparing students for the AP Studio Art Exam through a rigorous and challenging curriculum.  We will discuss ways to organize the class, ways to develop a challenging and successful curriculum, and ways to motivate the students to develop strong work ethics and master skills.  We will discuss ways to accomplish the AP goals through Vertical Teaming and Pre-AP curriculum, will discuss the Reading Process, the Digital Submission Process and the “New Changes” made in AP Studio Art. The class will enjoy two exciting “hands-on” activities. The participants will receive a Flash Drive containing the APSI presentation and shared information.

What to bring: An additional USB drive to save your work.


Quiquia Calhoun-McLilly- Oklahoma City, OK

 AP Studio Art for Teachers Experienced in AP

Quiquia Calhoun has taught Studio Art for twenty-nine (29) of her forty years (40) teaching career with Oklahoma City Public Schools. While teaching at Northeast Academy for Health Sciences and Engineering, she has served as a College Board consultant for twenty (20) years. She has been an AP Reader for 11 years and a AP Table Reader Leader for two (2) years. In addition, she was a Vertical Team writer for AP Studio Art and panelist at the AP Equity Colloquium in 2003. Previously, she received a College Board Southwest Region Special Recognition Award, and Excellent Educator Award from Oklahoma City Public Schools Foundation, and was a 2 x Teacher of the Year nominee in Oklahoma City Public School District.

Course Description:  This AP workshop will be a valuable resource for teachers in connecting high school students to a higher level of learning in the visual arts. This summer workshop will give teachers the strategies and tools they need to engage their students in the development of higher visual studio art skills and computer knowledge. Teachers will have an understanding of Advance Placement Studio Art Program to help students to prepare a portfolio starting at the mid and high school level. The teachers will learn a variety of approaches to representation, abstraction, expression, and the investigation of the principles and elements of art standards. The workshop will provide lesson ideas for advanced placement studio art. Teachers will view a power point showing works in a portfolio demonstrating a breadth of conceptual compositional and technical works of art, to address a very board interpretation of drawing, 2-D Design and 3D issues. Photography, Computer lessons and Drawing styles, plus innovative techniques will be incorporated in the activity lessons.

What to bring:

  • Digital Phone Camera, plus flash drive to save your work
  • Any drawing or painting supplies you like to use such as colored pencils, water colors, oil pastels, sharpies…etc.
  • Personal photographs (no larger than 8×10) on regular copy paper