AP Research Syllabus

AP Research Course Syllabus

Instructor: Melanie Monk

mmonk@pvschools.net

Room 216

Office hours: by appointment

Course Description

“AP Research allows students to deeply explore an academic topic, problem, or issue of individual interest. Students design,plan, and implement a yearlong investigation to address a research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology; employing ethical research practices; and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio (PREP). The course culminates in an academic paper of approximately 4000–5000 words (accompanied by a performance or exhibition of product where applicable) and a presentation with an oral defense.”

– AP Research Course and Exam Description Overview

Curricular Requirements

CR1a Students develop and apply discrete skills identified in the learning objectives within the Big Idea 1: Question and Explore.

CR1b Students develop and apply discrete skills identified in the learning objectives within the Big Idea 2: Understand and Analyze.

CR1c Students develop and apply discrete skills identified in the learning objectives within the Big Idea 3: Evaluate Multiple Perspectives.

CR1d Students develop and apply discrete skills identified in the learning objectives within the Big Idea 4: Synthesize Ideas.

CR1e Students develop and apply collaboration skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.

CR1f Students develop and apply reflection skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.

CR1g Students develop and apply written and oral communication skills identified in the learning objectives within the Big Idea 5: Team, Transform, and Transmit.

CR2a Students develop an understanding of ethical research practices.

CR2b Students develop an understanding of the AP Capstone ™ Policy on Plagiarism and Falsification or Fabrication of Information.

CR3 In the classroom and independently (while possibly consulting any expert advisors), students learn and employ research and inquiry methods to develop, manage, and conduct an in-depth investigation of an area of personal interest, culminating in an academic paper of 4,000-5,000 words that includes the following elements: • Introduction • Method, Process, or Approach • Results, Product, or Findings • Discussion, Analysis, and/or Evaluation • Conclusion and Future Directions • Bibliography

CR4a Students document their inquiry processes, communicate with their teachers and any expert advisors, and reflect on their thought processes.

CR4b Students have regular work-in-progress interviews with their teachers to review their progress and to receive feedback on their scholarly work as evidenced by the PREP.

CR5 Students develop and deliver a presentation (using an appropriate medium) and an oral defense to a panel on their research processes, method, and findings.

Content Overview

AP Research is not tied to a specific content area, rather it emphasizes and strives for competency in core academic skills. Students gain Essential Knowledge (EK; “What students will know…”) and develop and apply discrete skills identified in the Learning Objectives (LO; “What students will demonstrate…”) of the Enduring Understandings (EU; “What students will remember in the long term…”) within the five big ideas represented by the acronym QUEST introduced in the prerequisite AP Seminar course:

● Question and Explore: Read critically; pose questions and identify issues that compel you to want to explore further.

● Understand and Analyze: Use specific tools - such as re-reading, questioning in the text, and considering multiple perspectives - to break down an idea or argument into parts that make sense to you.

● Evaluate Multiple Perspectives: Identify a variety of perspectives, viewpoints, and/or arguments of an issue and consider any bias to determine the validity of that point of view.

● Synthesize Ideas: Create new perspectives after evaluating other varying perspectives and establishing a unique position or claim using a variety of resources designed for a specific audience.

● Team, Transform, and Transmit: Communicate the message clearly and effectively so as to transform both participants and audience.

-Capstone Research Course and Exam Description, 2020

Advanced Placement Performance Task

While the topic of each research study will vary, the course requires students to plan and conduct a study or investigation. The course provides opportunities (activities/assignments) for students to understand principles of discipline-specific research methods (e.g., qualitative, quantitative, mixed) to develop, manage, and conduct an in depth study or investigation in an area of student’s own interest in order to fill a gap in the current field of knowledge. The final output of these efforts includes:

A 4,000 – 5,000 word Academic Paper [75 percent of the grade] that includes several components as follows:
- Introduction: This section introduces and contextualizes the research question and initial student assumptions and/or hypotheses. Additionally it reviews the previous work in the field to synthesize information and a range of perspectives related to the research question (e.g., literature review) to allow for the student to identify the gap in the current field of knowledge to be addressed.
- Method, Process, or Approach: This section explains and provides justification for the chosen method, process, or approach.
- Results, Products, or Findings: This section presents the findings, evidence, results, or product from the student’s work.
- Discussion, Analysis, and/or Evaluation: This section interprets the significance of the findings, results, or product and explores connections to the original research question while discussing the implications and limitations of the research or creative work.
- Conclusion and Future Directions: This section reflects on the process and how this project could impact the field while discussing the possible next steps and/or future directions.
- Bibliography: This section provides a complete list of sources cited and consulted in the appropriate disciplinary style.

A 15-20 minute Presentation and Oral Defense [25 percent of the grade]: This presentation may be accomplished in a variety of formats, so long as it reflects the depth of their research. Prior to this performance, the students whose academic paper was accompanied by an additional piece of scholarly work (e.g., performance, exhibit, etc.) will arrange for the teacher and panelists to view the scholarly work. The defense will include up to four questions from a panel consisting of the AP Research teacher and two additional members (chosen at the AP Research teacher’s discretion).

Plagiarism and Falsification or Fabrication of Information

Participating teachers shall inform students of the consequences of plagiarism and instruct students to ethically use and acknowledge the ideas and work of others throughout their course work. The student's individual voice should be clearly evident, and the ideas of others must be acknowledged, attributed, and/or cited.

A student who fails to acknowledge the source or author of any and all information or evidence taken from the work of someone else through citation, attribution, or reference in the body of the work, or through a bibliographic entry, will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Task. In AP Seminar, a team of students that fails to properly acknowledge sources or authors on the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation.

A student who incorporates falsified or fabricated information (e.g. evidence, data, sources, and/or authors) will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Task. In AP Seminar, a team of students that incorporates falsified or fabricated information in the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation. [CR2b.]

AP Capstone students will be held to exceptionally high standards of academic honesty and ethics. Preparing fairly and effectively for the completion of the paper and presentation tasks requires advanced planning and time management. Many difficulties with plagiarism arise when students leave work to the last minute. Keep track of all the sources used to ensure you do not misattribute information. As an additional safeguard against plagiarism, Advanced Placement Research work—even the drafts—will be submitted to Turnitin.com. [CR2a.]

Course Textbooks and/or Resources

AP Research Course and Exam Description
Capstone approved sample papers
Activities and exercises from the 2020 AP Research Student Workbook Honor Policy The subject matter and grading procedures of this class demand academic integrity on the part
Other relevant, instructor-provided resources and materials

Grading and Assessment

Students are assessed with one through-course performance task consisting of two distinct components. Both components will be included in the calculation of the students’ final AP scores.

Academic Paper (AP) College Board Scored --- 75%

Students design, plan, and implement a yearlong, in-depth study or investigation in an area of personal interest through a chosen or designed inquiry method and develop a well-reasoned argument based on the evidence collected in an academic paper of 4,000 - 5,000 words that includes the following components:

1. Introduction

2. Method, Process, or Approach

3. Results, Product, or Findings

4. Discussion, Analysis, and/or Evaluation 5. Conclusion and Future Directions

6. Bibliography CR2a/ CR3

Presentation and Oral Defense (15-20 minutes) (POD) Teacher Scored --- 25%

As a culmination of their research, students deliver (using appropriate media) a presentation and orally defend their research design, approach, and findings. Students whose academic paper is accompanied by an additional piece of scholarly work (e.g. performance, exhibit, product) must arrange for the teacher and panelists to view this work prior to the presentation and oral defense. Throughout the inquiry process, students communicate regularly with their teacher and, when appropriate, consult with an internal or external expert.

AP Research Evaluation and Grading Overview

The AP Research course continues building upon AP Seminar skills to form new understandings of a topic selected by the students and deemed appropriate by the AP Research teacher. Skill-based assessments not related to the student’s AP Score, but that build upon the concepts learned in the course include, but are not limited to, problem statement development, annotated bibliography grid, inquiry proposal form, written responses to guided questions, one-on-one interview sessions, lecture, activity-based discourse, contribution to peer-review sessions, and practice presentations. Additionally, to keep track of this process of inquiry, students are required to keep a Process and Reflection Portfolio (PREP) journal, a formative assessment tool that will be shared with the AP Research Teacher. Students will continually use the PREP throughout the year to chart their engagement with the course’s pedagogical framework and provide evidence of sustained effort throughout the research process. PREP binders should contain certain reflections on the following: [CR4a]

Student choice of a research question and what prompted interest in the topic.
Student research process, including important sources (documents, people, multimedia).
Any changes in the direction of the project and/or initial assumptions
Communication with teacher and members of the larger academic community (consultants)
Examination of the strengths and weaknesses of solutions to problems that arise during the research process

Grading Scale for Quarter Grades

Grade Percentage

A 93-100

A- 90-92

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C 73-76

C- 70-72

D 60-69

F All that is below

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