Syllabus
AP RESEARCH
About the AP Capstone Program
AP Capstone is an innovative diploma program from the College Board that equips students with the independent research, collaborative teamwork, and communication skills that are increasingly valued by colleges. AP Capstone is built on the foundation of two AP courses - AP Seminar and AP Research - and is designed to complement and enhance the in-depth, discipline-specific study experienced in other AP courses.
In AP Seminar, students investigate real-world issues from multiple perspectives, gathering and analyzing information from various sources in order to develop credible and valid evidence-based arguments. In AP Research, students cultivate the skills and discipline necessary to conduct independent research in order to produce and defend a scholarly academic thesis.
Students who earn scores of 3 or higher in AP Seminar and AP Research and on four additional AP Exams of their choosing will receive the AP Capstone Diploma. Students who earn scores of 3 or higher in AP Seminar and AP Research but not on four additional AP Exams will receive the AP Seminar and Research Certificate.
AP Research Course Description
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.
AP Research Curricular Requirement
Students develop and apply discrete skills identified in the learning objectives of the enduring understandings within the following five big ideas: Question and Explore, Understand and Analyze, Evaluate Multiple Perspectives, Synthesize Ideas, Team, Transform, and Transmit.
Students develop an understanding of ethical research practices and the AP CapstoneTM Policy on Plagiarism and Falsification or Fabrication of Information.
In the classroom and independently (while possibly consulting any expert advisers), students learn and employ research and inquiry methods to develop, manage, and conduct an in-depth investigation of an area of person 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
Using a process and reflection portfolio (PREP), student’s document their inquiry processes, communication with their teachers and any expert advisers as needed, and reflections on their thought processes. Students have regular work-in-progress interviews with their teachers to review their progress and to receive feedback on their scholarly work.
Students develop and deliver a presentation (using an appropriate medium) and an oral defense to a panel on their research process, method and findings.
Supplies Needed
Three ring binder, thumb drive, highlighters in varying colors, and annotation sticky note pads in varying colors.
Special request: Bag of candy, a ream of paper, a box of Kleenex, a role of paper towels, hand sanitizer, Windex, computer screen cleaning wipes.
Internet Access
Students will need daily access to the internet either at home or the public library. The Capstone department at Edison Prep will provide a classroom set of laptops for the student’s use. However if parents prefer, students are allowed to bring to class their personal laptop, iPad, or smart phone.
Lab Attendance
Students will be encouraged to take advantage of lab time after school to get support with their research and presentations. Edison will allow students to stay after school to meet with peers and faculty to discuss their research. Students will have access to computers, printers, necessary software programs, and the internet when attending these labs.
Instructional Resources
To meet the course objectives, current media, magazines, journals, newspapers and other secondary and primary sources will be incorporated.
Support texts will come from the following sources Turabian, Kate L. - Student's Guide to Writing College Papers Jacobus - A World of Ideas
Palmquist, Mike - The Bedford Researcher
Faigley, L. and Selzer, J. and Pirrone, J. - Good Reasons with Contemporary Arguments Austin, Michael - Reading the World Ideas That Matter
Chaffee, John - Critical Thinking, Thoughtful Writing
Palmquist, M. (2012). The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin's
Evaluation and Grading
Grading Scale: The AP (weighted) grading scale will be used with the following variances: A: 90 and above
B: 80 - 89
C: 70 - 79
D: 60 - 69
F: 59 or below
Grading Values: Grades will be entered into PowerSchool using the grading scale above, however the overall value for each grade will based on the work values noted below:
Participation 20% of overall grade: Evaluation will be based on how your participation (comments, ideas, and questions) helped to enhance and/or to advance our overall collective understanding through critical discussion and listening. A weekly participation grade will be recorded based on teacher observations and notes using the scale noted below.
A
Highly Effective Participant
Insightful questions and comments; clearly does the reading and goes beyond by introducing other relevant material
B
Consistent Participant
Thoughtful questions and comments; clearly does the reading
C
Occasional Participant
Regularly attends class; sporadic involvement in discussions; often based o personal opinion rather than analysis of class material
D
Observer
Regularly attends class, but does not get involved in class discussion
F
Occasional Observer
Sporadic attendance; no participation in class
n
Daily work 20% of overall grade: Students will be studying the processes and tasks needed to produce effective research papers that are presented intelligently. Those skills will have class work and homework assignments that require timely completion for which they will be assigned a grade that will be worth 10% of their overall grade. Assignments turned in late will receive 10% reduction in grade for every day late (i.e. 1 day late 10% grade reduction, 2 days late 20%, etc.).
Submission of Academic Paper 30% of overall grade:
· Completion date: March 25th, 2018
ü 4,000-5,00 words
ü Introduction
ü Method, Process, or Approach
ü Results, Product, or Findings
ü Discussion, Analysis, and/or Evaluation
ü Conclusion and Future Directions
ü Bibliography
Presentation and Oral Defense 30% of overall grade:
· Completion date: April 15th, 2018
ü 15-20 minute presentation
ü Use of multimedia
ü Defending response to 3 questions
Using and Interpreting AP Scores
The extensive work done by college faculty and AP teachers in the development of the course and the exam and throughout the scoring process ensures that AP Exam scores accurately represent students' achievement in the equivalent college course. While colleges and universities are responsible for setting their own credit and placement policies, AP scores signify how qualified students are to receive college credit or placement:
AP Score Qualification
5 Extremely well qualified
4 Well Qualified
3 Qualified
2 Possibly qualified
1 No recommendation
Tulsa Public Schools AP Expectations
Tulsa Public Schools’ students who enroll in courses provided through the College Board’s Advanced Placement (AP) program must take the associated examinations for those courses when eligible. Students and parents/guardians shall be notified by the schools of this requirement through related published materials and course selection procedures.
Students who decline to sit for these examinations forfeit the weighted grade eligibility for the courses taken. There is no minimum or passing score required on any examination to qualify for a weighted grade.
Registrars shall remove from a student’s GPA weighted grade calculation the weighting of any AP course for which no examination registration exists.
Counselors shall make available information regarding examination fee reductions and/or waivers for eligible students/families as authorized by the examining agencies and/or the Oklahoma State Department of Education.
AP Capstone Plagiarism Policy
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.
Theme Examples
Abstinence programs Advertising
Airport security Beauty contests Cheap labor
Civil disobedience Cybercrime
Gay marriage
Health care crisis Homeland Security Infidelity Immigration Juvenile offenders Noise pollution
Nonverbal communication Obesity and weight loss
Racial bias in media Single sex schools Social anxiety Social media
Title IX Wage gap Wind energy Workaholics
Lens Examples
· Ethics: Do we have an ethical/moral responsibility to protect and provide for illegal minors?
· Political: What are the perspectives of varied agencies? How will they manage across the various departments?
· Cultural: As the country becomes more Hispanic how will immigration policy change?
· Economics: How are economic resources (re) apportioned to respond to demographic change? How economic contexts do influence community’s view of immigration? How do demographic changes change or accommodate existing economic structures?
· Political and Historical: Are there certain events in history that increased/decreased in immigration? Should there be a limit to the number of immigrants in a place (state/country)? Are the territorial borders in place fair and reasonable? Who has the power to define the other as an immigrant?
· Cultural and Social: How does a society navigate changing cultural influences? How does a cultures view of itself impact its interactions with other cultures? What factors contribute to the formation of a dominant culture?
· Artistic and Philosophical: How do coexistent cultures represent one another? How do cultures navigate competing world views? How do the arts of different cultures impact/influence one another?
UNIT 1 – AP Seminar Review (Week 1-2)
FIRST SEMESTER
Essential Knowledge: 1.1C1; 1.1C2; 1.1C3; 1.1D3; 1.1E1; 1.1E2; 2.1B1; 2.1B2; 2.1C1; 2.1C2; 2.2A2; 2.2B1; 2.2B2; 2.2B3; 2.2B4; 2.2B5; 2.2B6; 4.1B1; 4.1B3; 4.1B4
Learning Objectives: 1.1c; 1.1d; 1.1e; 2.1b; 2.1c; 2.2a; 2.2b; 4.1b
This unit will review skills already gained in AP Seminar while introducing several new core skills that will be used throughout the year.
ANNUAL EDISON PREPARATORY HIGH SCHOOL AP CAPSTONE SYMPOSIUM – To help students reflect on the significance and to feel a sense of contribution Capstone Scholars can have through their research on something specific and real in their community, students engage each other and their community through our Annual Capstone Symposium. At the beginning of each year AP Research students works on a singular THEME established by Edison faculty. Their research culminates into the Edison Prep Annual AP Capstone Symposium. Industry experts familiar with our THEME are invited to sit on a panel in an open dialogue with AP Capstone Scholars to discuss the THEME researched during the Unit 1. Our paneled guests will have a brief moment to introduce themselves and give a summary statement about their opinions with regard to the THEME. AP Research students will have provided the AP Seminar students with peer review of their essay and presentations. Seminar and Research students will be allowed an opportunity to ask and debate the guests about respective facts, research findings, and opinions. A review of last year’s Symposium can be found at the bottom of the Syllabus. Students will be graded on their preparation and participation in creating questions and challenging participants about opinions and facts. Previous Symposium topics have included: Policing Tactics in America and Water Rights vs. the XL Pipeline.
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 (What students will know) and develop and apply discrete skills identified in the Learning Objectives (What students will demonstrate) of the Enduring Understandings (What students will remember in the long-term) within the following five Big Ideas, represented by the acronym QUEST. The meaning of THEMES, QUEST, and RAVEN are outlined below with associated essential questions.
THEMES - AP Seminar students will learn to develop their research around THEMES. Theme based research is a highly effective way for both teacher and student to explore the Seminar QUEST, RAVEN AND LENSE concepts. The exploration of these concepts “QUESTING” is detailed below. An expanded list of possible THEMES is provided at the bottom of the syllabus.
QUEST - The QUESTING process teaches students how to pursue a research THEME. This QUESTING experience includes:
Q - Question and Explore - The student will learn to form an arguable debatable question. The student needs to be able to explore and identify reliable/credible and relevant sources.
· 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?
U - Understand and Analyze Arguments - The student will learn to identify and evaluate the main idea of an article as well as recognize bias in the author’s sources and perspectives.
Students generate questions that articulate the relevant implications and impact of the text.
· What strategies will help me comprehend a text?
· 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?
E - Evaluate Multiple Perspectives - Students should be conversant with the historical, cultural, causal background of the issue. Students should be able to identify the source’s biases, assumptions, and rhetorical purpose (as well as their own biases), identify both conflict and confluence b/w sources, and recognize both the limits and the ramifications of a source.
· 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?
S - Synthesize Ideas - Determine meaning, accommodate new information, and consider outcomes.
· 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?
T - Team, Transform, and Transmit - Students genuinely collaborate to know and understand the audience they are presenting with and to, ultimately transforming their own understanding.
· 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?
RAVEN – Like QUEST, this is a mnemonic that helps student determine the credibility of source information found on the internet.
R – Reputation – What is the reputation of the author, the sources, and the publication? Do past actions or lies indicate the author, sources, or publication may not be reliable? Is the author, source, or publication in a position of authority?
A - Ability to Observe – Is the author in a position that allows access to reliable evidence? If the article is about an event, did the author actually observe the event?
V - Vested Interest – Does the author have a personal stake in the topic or event? Would the author gain anything by lying? Would the author gain anything by telling the truth?
E – Expertise – Does the author have specialized knowledge on the topic or event? Does the evidence come from a source that has expertise on the topic or event?
N – Neutrality – Is the author neutral about the issue or is bias evident? Is the source of the evidence neutral or biased?
LENSES - Students will review source material (articles, poems, music, professional journals, etc.) and attempt to find THEMES. Students consider possible questions that could be researched about their THEME by looking at the issues via specific LENSES: Environmental, Scientific, Economic, Political and Historical, Artistic and Philosophical, Cultural and Social, Futuristic, Ethical, and Global Perspectives. Examples of Themes are provided at the bottom of the syllabus. Students will practice researching and writing about themes through each of the respective LENSES.
TECHNOLOGY TOOLS AND RESOURCES – Faculty from the Edison Media Center will work to build student knowledge and expertise on Microsoft Word and PowerPoint. Students will learn how to use academically based internet research databases such as GALE AND EBSCO to find source material when looking at THEMES AND LENSES. To ensure effective storage and sharing of researched and written research papers, students will create a Gmail account and learn how store their work on Google Drive. To confirm the integrity and quality of every research paper, students will be required to upload their completed papers onto Turnitin.com. Combining these skills, students will have all necessary to create intelligent knowledge-based research papers and presentations.
PRESENTATION SKILLS – Students will learn and practice basic presentation skills in front of an audience and a camera utilizing note cards and a PowerPoint presentation.
Formative assessments:
· Self-reflective skills audit
· “Ways of Knowing” exercise
· What Type of Research Am I?
· Rubric exploration with sample papers
· What is an annotated bibliography? Summative Assessments
· Initial PREP entries
· CRAAP test analysis
· Scholarly writing analysis assignment
· Annotated bibliography entries
Unit 2 – Initial Research (Week 3-4)
Essential Knowledge: 1.1E1; 1.1E2; 1.2A1; 1.2A2; 1.2A3; 1.3A1; 1.3A2; 1.3A3; 2.1B1; 2.1B2; 4.1B1; 4.1B2; 4.1B4; 4.3A1; 4.3A2; 4.3A3; 4.3A4; 4.3A5; 5.1F1; 5.1F2; 5.3A3; 5.4B1; 5.4B2
Learning Objectives: 1.1E; 1.2A; 1.3A; 1.3B; 2.1B; 4.1B; 4.3A; 5.1E; 5.1F; 5.3A; 5.4A; 5.4B
Students create and share their digital PREP journal with the teacher; discuss course expectations and the Performance Tasks using sample student papers; choose a topic/issue; carry out preliminary research; begin to develop annotated bibliographies; and finalize their research questions and proposals. Prior to engaging in their research, students will submit.
Formative assessments:
· Library/search skills and tools
· Exemplar review of proper citation styles
· Exemplar review of proper research methods
· Email from Consultant confirming participation Summative Assessment
· Citation Styles Test
· Research Methods Test
Unit 3 – Elevator Pitch, Poster Presentations and PREP Journals
Students present a preliminary inquiry proposal via an Elevator Pitch (via a single PowerPoint slide) to their peers for peer review with only 120 seconds to explain their chosen area of research; identify the type of consultant they will need and begin seeking such assistance; finalize and submit their research proposals; and
reflect on feedback provided. Proposals will be further refined through Poster Presentations at the Edison Parent Teacher night where students will create a poster based off their PowerPoint slide and stand in halls of the school answering parent/faculty/student questions about their chosen research.
Formative assessments:
· Elevator/PowerPoint pitch to peers
· Poster pitches during parent teacher night to parents and other students
· Poster pitches to a minimum of 5 Edison faculty Summative Assessment
· Review of PREP Journals – Journals should include: o Minimum of 10 annotated bibliographies o 1 Media related annotated bibliography
o Explanation of the chosen citation style
o Explanation and comparison for the chosen research format
o Explanation of the type of research conducted (i.e. qualitative, quantitative, mixed)
o Consultant contact journals with a minimum of 10 discussions (verbal, written, in person)
Unit 4 – Finalize Proposal, Plan, and Plagiarism (Week 5-10)
Essential Knowledge: 1.1C2; 1.1E2; 1.4B1; 1.4B2; 1.4B4; 1.3B5; 1.4B6; 1.4B7; 1.4B8; 1.4B9; 1.4D1; 1.4D3; 5.4A1; 5.4B1; 5.4B2
Learning Objectives: 1.1C; 1.1E; 1.4B; 1.4D; 5.4A; 5.4B
This unit will assist students in their planning and completion of a formal research proposal and plan to be completed, revised and submitted by the November 30 deadline. We will also be discussing plagiarism in this unit to ensure that students are planning and collecting initial information with credit properly cited for their sources in mind.
Formative Assessment:
· Plagiarism policies and instruction: Is this plagiarism?
· Re-writing sample student proposals
· Peer reviewing student proposals
· One-on-one student interviews with PREP journals
· PowerPoint presentation on Ethical Research Practices: Is your research illegal, fair, and or ethical? Summative Assessment:
· Plagiarism scenarios
· Inquiry Proposal defining; research review detailing independent research, research method (quantitative/qualitative/mixed), citation style (APA, MLA, etc.), and paper format/structure, and 10 annotated bibliographies.
· Description of the gap where their independent research cannot be found in the annotated bibliographies.
Learning Objectives: 1.1D; 1.4B; 1.4C; 1.4D; 4.1B
This unit will focus on student strategies and time tables for meeting with the AP Research teacher and their research consultant to align question types and collection methods during the research process.
Formative Assessment
· One-on-one interviews
· Excerpt samples via the alignment exercise
· Peer-review of alignment and rationale for chosen method Summative Assessment
· Justification for selected inquiry method
2.2B5; 2.2B6; 2.2C2; 2.2C3; 2.2D1; 3.1A1; 3.1A2; 3.1A3; 3.2A1; 3.2A2; 4.4A1; 4.5A1
Learning Objectives: 1.4D; 2.1B; 2.1C; 2.2A; 2.2B; 2.2C; 2.2D; 3.1A; 3.2A; 4.4A; 4.5A
Through direct instruction, examples, and practice, students will learn what a literature review is, why it is important and what role it will play in their research project. We will explore the scope of what role it will play in their research project. We will explore the scope of what a literature review can accomplish as well as common pitfalls of the literature review. Throughout the year students will be expected to maintain a current review of the literature relating to their area of inquiry inside their PREP books.
Formative Assessment
· Student samples/exemplars analyzed with templates
· PREP entries (annotated bibliographies with additional commentary)
· Transitions between source analyses (literature review) Summative Assessment
· Complete draft form of literature review submitted
Unit 3: - Complete Research and Peer Review (Week 4-7)
Essential Knowledge: 2.3A1; 2.3B1; 4.1A1; 4.1A2; 4.1A3; 4.1A4; 4.1A5; 4.1A6; 4.1A7; 4.1A8; 4.1A9; 4.1A10; 4.1A11; 4.1A12; 4.2A1; 4.2A1; 4.2A3; 4.2B1; 5.1A1; 5.1A2; 5.1B1; 5.1B2; 5.1B3; 5.1B4; 5.1C1; 5.1C2; 5.1C3;
5.1D1; 5.1D2; 5.1E1; 5.1E2; 5.1E3; 5.1F1; 5.1F2
Learning Objectives: 1.4C; 2.3A; 2.3B; 4.1A; 4.2A; 4.2B; 5.1A; 5.1B; 5.1C; 5.1D; 5.1E; 5.1F
Through a serious of activities, conferencing with the instructor, and work with the PREP , students will continue to formulate a plan of attack for their research and what resources they will seek. They will consider what knowledge they have already and what their initial research has indicated to create a plan going forward to successfully research their area of inquiry and to answer their research question.
Research Plan of Attack
· What do I know?
· What do I need to know?
· Wish list of guidance and/or support need
· Reflection on the thought process: Where did I start my research as opposed to where I am today
Formative Assessment
· Peer review of performances
· Graphic organizer for peer-review process
· On-on-one interviews concerning findings Summative Assessment
· Peer-review assessment
Unit 4: - AP Research Course Assessment (Week 8 – 13)
Essential Knowledge: 2.3A1; 2.3B1; 4.1A1; 4.1A2; 4.1A3; 4.1A4; 4.1A5; 4.1A6; 4.1A7; 4.1A8; 4.1A9; 4.1A10; 4.1A11; 4.1A12; 4.2A1; 4.2A1; 4.2A3; 4.2B1; 5.1A1; 5.1A2; 5.1B1; 5.1B2; 5.1B3; 5.1B4; 5.1C1; 5.1C2; 5.1C3;
5.1D1; 5.1D2; 5.1E1; 5.1E2; 5.1E3; 5.1F1; 5.1F2
Learning Objectives: 1.4C; 2.3A; 2.3B; 4.1A; 4.2A; 4.2B; 5.1A; 5.1B; 5.1C; 5.1D; 5.1E; 5.1F
1. Submission of Academic Paper
· Weight 75% of AP Research Score
· Completion date: March 25th, 2016
· Submission Requirements:
ü Introduction
ü Method, Process, or Approach
ü Results, Product, or Findings
ü Discussion, Analysis, and/or Evaluation
ü Conclusion and Future Directions
ü Bibliography
2. Presentation and Oral Defense
· Weight 25% of the AP Research Score
· Completion date: April 15th, 2016
· POD Requirements:
ü 15-20 minute presentation
ü Use of multimedia
ü Defending response to 3 questions