AP Research (AP Capstone Program- Course #2)
Teacher: Denise Tennison
Email: dtennison@nisdtx.org
Overview:
AP Research, the second course in the AP Capstone program (AP Seminar is a pre-requisite course), allows students to deeply explore an academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a year-long 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 (AP) of approximately 4,000-5000 words (accompanied by a performance, exhibit, or product where applicable) and a Presentation with an Oral Defense (POD).
As students come to the AP Research course with varied skill sets and abilities, it is necessary to clarify what research really entails and to build competence in dealing with academic and college-level sources (such as peer-reviewed journal articles and research studies; foundational, literary, and philosophical texts; personal sources such as reports, speeches and interviews), and to include the use of artistic works and performances to gain a rich appreciation and understanding of the issues that they will explore in the course. The use of these resources is essential in ensuring students get at the expected rigor of the AP Capstone program generally, and the AP Research course specifically. Through in-class activities and regular meetings with the AP Research Teacher and consultant, students will develop greater confidence in using these sources as the course progresses.
The AP Research course will be the primary course in which research skills are taught and practiced. The course focuses on research methods of two or more disciplines rather than any one specific field; students develop an understanding of the different disciplines’ paradigms, ways of knowing, and inquiry methods in order to determine which method best fits their chosen topic of inquiry/research question. Each student then uses a selected method to complete his or her investigation.
Big Ideas and Enduring Understandings:
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’s) (“What students will demonstrate…”) of the Enduring Understandings (EU’s) (“What students will remember in the long-term…”) within the following five Big Ideas, represented by the acronym QUEST. The essential questions associated with each part of QUEST are:
1. Question and Explore (challenge and expand the boundaries of the student’s current knowledge) How might others see the problem or issue differently? What questions have yet to be asked? What do I want to know, learn, or understand? How does my research question shape how I try to answer it? How does my project goal shape the research or inquiry I engage in to achieve it?
2. Understand and Analyze Arguments (contextualize arguments and comprehend author’s claims) What strategies will help me comprehend a text? * All headings marked with an asterisk have been taken and Adapted from AP Research Course and Exam Description (2015-16). What is the main idea of the argument or artistic work and what reasoning does the author use to develop it? What biases may the author have that influence his or her perspective? Does this argument acknowledge other perspectives? How can I assess the quality or strength of others’ research, products, or artistic works?
3. Evaluate Multiple Perspectives (consider individual perspectives and the larger conversation of varied points of view) What patterns or trends can be identified among the arguments about this issue? What are the implications and/or consequences of accepting or rejecting a particular argument? How can I connect the multiple arguments? What other issues, questions, or topics do they relate to? How can I explain contradictions within or between arguments? From whose perspective is this information being presented, and how does that affect my evaluation?
4. Synthesize Ideas (combine knowledge, ideas, and the student’s own perspective into an argument) How do I connect and analyze the evidence in order to develop an argument and support a conclusion? Are there other conclusions I should consider? How does my scholarly work emerge from my perspective, design choices, or aesthetic rationale? How do I acknowledge and account for my own biases and assumptions? What is the most appropriate way to acknowledge and attribute the work of others that was used to support my argument? How do I ensure the conclusions I present are my own?
5. Team, Transform, and Transmit (collaborate, reflect, and communicate the student’s argument in a method suited to his/her audience) How can I best appeal to and engage my audience? What is the best medium or genre through which to reach my audience? How might I adapt my written and oral presentations for different audiences and situations? How might my communication choices affect my credibility with my audience? Which revision strategies are most appropriate to developing and refining my project at different stages? How do I provide feedback that is valuable to others? How do I act upon feedback I have received? How can I benefit from reflecting on my own work?
AP Formative and Summative Assignments:
Just as the AP Seminar course helped students move from discussing and analyzing texts to building an argument through inquiry from sources such as those listed above, the AP Research course continues building upon AP Seminar skills to form new understandings of a topic selected by the student and deemed appropriate by the AP Research teacher through approval of an Inquiry Proposal process (see below). As in the AP Seminar course, students will present their findings in a written work (in AP Research, the Academic Paper) and through a Presentation and Oral Defense. Unlike AP Seminar, there is no formal group work or final written exam for AP Research; the AP Research summative assessment is based solely on the Academic Paper (75%) and the Presentation and Oral Defense (25%).
The Academic Paper is an original 4,000 to 5,000 word academic paper that includes the following components: Introduction, Method, Process/Approach, Results, Products /Findings, Discussion/Analysis and/or Evaluation, Conclusion/Future Directions, and Bibliography. While the AP Research teacher and a consultant will provide guidance in the development of this paper, it is the student’s own work and clear guidelines regarding the roles of the teacher and consultant will be shared with the student at each step of the process. Students must understand that plagiarism will NOT be tolerated; any sources used by the student, through direct quotations and/or paraphrasing must be properly cited. Failure to do so will result in a ZERO grade for that component of the course.
The research process in AP Research is not simply about collecting evidence or facts and then piecing them together. Instead, the research process is about inquiry – asking questions and coming to solutions and conclusions through serious thinking, discussion and reflection. The student researcher will seek relevant information in articles, books, and other sources and develop an informed perspective built upon, but not merely derivative of, the ideas in the examined material. As a result, the research process is recursive meaning that students will regularly revisit ideas, seek new information when necessary, and reconsider and refine their research question, topic, and/or approach. While the Academic Paper and Presentation and Oral Defense are the assessed manifestations of this process, other products, exhibits, and/or performances may be used by students to develop their ideas further.
To keep track of this process of inquiry, students are required to keep a Process and Reflection Portfolio (PREP) journal, a formative assessment tool which will be shared with the AP Research teacher. The PREP will allow students to document their experiences in the course. Students can continually use the PREP to chart their engagement with the QUEST ideas, with special attention paid to:
Their choice of a research question and what prompted their interest in the topic
Their research process, including important sources (documents, people, multimedia)
Analysis of evidence as it becomes available
Changes in the direction of the project and/or initial assumptions
Ways in which the students have worked on their own or as part of a larger intellectual community
Challenges encountered and solutions attempted
To demonstrate these experiences, the PREP may include annotated bibliographic entries of important sources, conversations with the teacher and consultant, personal reflections, commentary about course assignments and class notes, and any other insights that contribute to a rich description of the development of the student in the course. Students will be required to have a one-on-one appointment with their AP Research teacher each week to discuss their work, in an effort to support students’ effective management of his/her time through reflection so they can develop and revise their work throughout the year.
Upon completion of the Academic Paper, students will be required to plan and deliver a final summative assessment in the form of a Presentation of their work including an Oral Defense (POD). The presentation is expected to use various media to support and enhance the student’s report of key findings, description of the chosen approach and challenges arising from the same, and a defense of the findings by answering questions posed by a panel of AP Research “experts” comprised of the AP Research teacher and the student’s consultant(s).
Grading Policies:
Late Work: The teacher will act in compliance with the district-mandated policy for late work and assignment remediation regarding assessments.
Make-up Work: The teacher will act in compliance with the district-mandated policy for make-up work.
Grading and Grouping: Formative Assignments (minor grades): 40% of class grade; Summative Assignments (major grades): 60% of class grade
*Note that the terms “Formative” and “Summative” have different definitions for Byron Nelson High School and the AP Research Course.
Inquiry Proposal Form: Prior to engaging in their research, students will submit to the AP Research teacher an Inquiry Proposal Form that clearly identifies the topic of study, research question, preliminary research, and methodological and ethical considerations. Once approval has been granted the student will be allowed to seek a consulting expert and begin the research process. If the proposed inquiry requires a more extensive consideration of ethics and potential harm (for example, involvement of human subjects), approval will be contingent upon the Proposal being reviewed and passed by an Institutional Review Board (IRB).
General Timeline
August- September
Students create and share their PREP with the teacher; discuss course expectations and the Performance Tasks using sample papers; choose a topic/issue; carry out preliminary research; begin to develop an annotated bibliography; and finalize their research questions and proposals.
September – October
Students present a preliminary inquiry proposal to their peers for peer review; identify the type of consultant they will need and begin seeking such assistance; finalize and submit their proposals; and reflect on feedback provided.
October-November
Students complete the background component of their inquiry through annotated bibliographies and finalize the choice and design of their inquiry method, as well as their research question, with careful consideration of ethical issues that may arise. They will submit a revised version of their proposal for final approval. All proposals must be approved by the teacher and submitted no later than November 30.
December – January
Students implement their inquiry plan while engaging in progress and reflection interviews (“one-on-ones”) with the AP Research teacher and consultant. Summaries of these sessions and ongoing concerns, insights, research commentary and artifacts should be included in the PREP journal. Students should also select and become familiar with a discipline-specific documentation style that matches their planned inquiry. Timelines should be modified as necessary in their PREP journals as the inquiry proceeds. Students must also submit a formal draft of their Literature Review and participate in peer review.
January
Students submit methodology portions of their papers. In so doing, students should understand the methods they did not choose (and why) and how they will use their selected methods to support their inquiry.
February
Students submit final results/products/findings portions of their papers. They then submit discussions/analysis/evaluations portions of their papers. They should also be completing any original work (interviews, surveys, additional projects, products, or performances) required to support their papers.
March
Students present a formal poster presentation to justify their choices and stimulate discussion about their topics. Students will also submit the conclusions of their papers. Students write, proof, peer-review, and submit their academic papers. Students will then use TurnItIn to ensure that they have not misattributed and/or plagiarized any of their work. Additional scholarly work used to support the paper (project, product, or performance) will be turned in as well.
March – April
AP Research teacher scores papers and students deliver their presentations and oral defenses.
March 2: Final papers due
March 2 – April 15: Students prepare, practice, and deliver their oral presentations and engage in oral defense of their work. Viewing of any additional scholarly work must be arranged by the student with the AP Research teacher.
April 15 – April 30: AP Research teacher finalizes scores and uploads the results to the College Board
April – May
AP Research students present their work and discuss the AP Research course with current AP Seminar students; AP Research students begin planning other ways in which to prepare their academic work for presentation in other venues (journals, performances, conferences). May Complete AP exams in other subject areas to qualify for the AP Capstone Diploma. Hand in a final copy of the PREP journal which articulates moments of insight, challenge, and change experienced in the course.
May-June
Revise and submit scholarly work to journals, conferences, or other academic competitions. Students will complete exit interviews.
Research 2023-24
Timeline for major due dates:
August/September= brainstorm and focus on ideas/gaps/methods
October= data search and gather sources
October 13- midway check point for annotated Bibliography
October 27= annotated bibliography & go over official proposal
November 3= elevator speech
November 17 = initial inquiry proposal
November 24= expert advisor contract
December 1= initial method due
December 4-8= peer review of method
December 11= 2nd draft of method due
December 19= final method due
January 11-12=
January 20= 1500 words
February 10th= 3000 words
March 22= rough draft #1
March 31= power point/ visual for presentation *****ALL slides planned out with headings/main idea
*check at least 3 prior student examples in google drive while making your own*
April 3= rough draft #2 ***must have results in there
End of March= continue to add and refine paper
Beginning of April= work on slides
April 7= Rough draft of presentation slides due
April 10-14= practice oral presentation and defense
April 12 midnight- Final presentation slides due
April 16-17= formal presentation and oral defense in library conference room
April 18-25= final revisions, proofread other papers and your own using final check list
April 26-28= submit final paper to College Board ** must be done in class with me**