AP Research

AP Research Syllabus

Content Overview

Advanced Placement Research offers students the opportunity to deeply explore an academic topic, problem, or issue of personal interest. Throughout the course, students design, plan, and conduct a year-long research-based investigation to address a research question. Building on the skills acquired in the AP Seminar course, students in AP Research learn about research methodology, ethical research practices, and how to access, analyze, and synthesize information relevant to their research question. They document their skill development, and processes, and curate the artifacts of their scholarly work in a portfolio.

The course culminates in an academic paper of approximately 4000–5000 words, which may be accompanied by a performance or exhibition of the product where applicable, and a presentation with an oral defense.

AP Research is not tied to a specific content area but focuses on developing core academic skills. Students gain Essential Knowledge (EK) and develop and apply discrete skills identified in the Learning Objectives (LO) of the Enduring Understandings (EU) 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 to transform both participants and the audience.

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 interest 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 the student to identify the gap in the current field of knowledge to be addressed.

  • Method, Process, or Approach: This section explains and justifies 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 various formats, so long as it reflects the depth of their research. Before 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).

Inquiry Proposal Form

Before engaging in their research, students must submit to the AP Research Teacher an Inquiry Proposal Form that identifies the topic of study, research question, preliminary research, and the relevant methodological and ethical considerations. Only once approval has been granted will the student be allowed to seek a consulting expert and begin the research process in earnest. If the proposed inquiry requires a more extensive consideration of ethics and potential harm (e.g., involvement of human subjects), approval will not be granted until the inquiry proposal has also passed review by an Institutional Review Board (IRB). [CR2a] [CR3]

[CR2a] — Students develop an understanding of ethical research practices.

[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

Process and Reflection Portfolio (PREP)

AP Research is not merely about collecting evidence or facts and then piecing them together. Instead, the research process is about true inquiry—asking questions and coming to solutions and conclusions through serious thinking, discussion, and reflection. The student researcher will seek relevant information from articles, books, and other sources and develop an informed perspective built upon, but not merely a 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, 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. Specifically, to keep track of the inquiry process, students are required to keep a digital Process and Reflection Portfolio (PREP)—a formative assessment tool that will be shared in real-time with their AP Research Teacher. [CR4a]

The PREP will allow students to document their experiences in the course and to manage specific checkpoints along the way. In any given week, students should expect to make five or more entries in their PREP to document their engagement with the QUEST ideas, with special attention paid to the following:

• Choice of the research question and interest in the subject matter

• The research process, includes resources (documents, people multimedia), analysis of evidence, directions in which the inquiry or project seems to lead, changes to initial assumptions, etc.

• Ways in which students have worked both on their own and as a part of a larger community

• Challenges encountered and solutions attempted

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

The final version of the PREP will be due the Friday following the April 30 grading submission. It will include the following:

• Title page and table of contents

• Copy of the completed and approved Inquiry Proposal Form

• PREP entries made throughout

• Specific pieces of work the student feels best showcase his/her work, including

  • Annotated bibliography of sources important to the student’s work

  • Photographs, charts, spreadsheets, and/or links to videos or other relevant visual research/project artifacts

  • Draft versions of selected portions of the paper

  • Notes in preparation for the presentation and oral defense

  • Copy of the academic paper

• Documentation of permission(s) received from primary sources, if required, such as IRB permission

[CR2a]

• Documentation or log of the student’s interactions with an expert advisor(s) and the role the expert advisor(s) played in the student’s learning and inquiry process (e.g., what areas of expertise did they have, did they give the help the student needed, areas the expert advisor was able to help, etc.)

• Questions asked to and feedback received from peer and adult reviewers both in the initial stages and at key points

• Reflections on whether or not the feedback was accepted or rejected and why

• An attestation signed by the student states, “I hereby affirm that the work contained in this Process and Reflection Portfolio is my own and that I have read and understand the AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information.”

[CR2a] — Students develop an understanding of ethical research practices.

Classroom Rules and Expectations

There is one rule in this class: Be respectful to your classmates and your instructor. A respectful and productive classroom atmosphere is crucial for learning. Your behavior can either support or undermine this environment. Remember, you are an integral part of the class, and your actions contribute to its success. Developing good work habits and a solid work ethic is key to your success.

To get the most from this course, follow these guidelines:

1. Engage Daily: Come to class each day with the intent to improve and master the course concepts. Active participation is essential.

2. Prepare Questions: Think about your questions before class and ask them. With the fast pace of this course, it's crucial to address your concerns promptly to avoid falling behind.

3. Embrace Challenges: Expect to encounter difficult material—this is an AP course with college-level expectations. Persistence in your thinking and problem-solving will help you overcome these challenges.

4. Stay Consistent: Avoid the cycle of falling behind and catching up. Stay on top of your work, and your grades and AP score will reflect your consistent efforts.

5. Handle Setbacks Gracefully: Everyone has bad days, but these will balance out over time. Coming to class unprepared affects not only you but also your classmates. 

By adhering to these principles, you will create a positive learning experience for yourself and your classmates.

AP Capstone Policy on 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 coursework. The student’s voice should be 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 information or evidence taken from the work of someone else through citation, attribution, or reference in the body of the work, or 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]

Success in AP Capstone—and life—is not about reporting information, it is about synthesizing and creating new ideas. Your work in this class is the doorway to that reality.

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

[CR2a] — Students develop an understanding of ethical research practices.

AP Capstone Policy on Use of Generative Artificial Intelligence (AI)

DEFINITION OF GENERATIVE AI IN AP CAPSTONE COURSES

Generative AI tools use predictive technology to produce new text, charts, images, audio, video, etc. This includes

not only ChatGPT and similar Large Language Models (LLMs), but also many writing assistants or plug-ins that

are built on this or similar AI technologies. Generative AI tools can be contrasted with other AI-based tools that do

specific tasks—for example, that help students with grammar, but don’t generate new writing.

POLICY ON ACCEPTABLE GENERATIVE AI USE IN AP CAPSTONE COURSES

Generative AI tools must be used ethically, responsibly, and intentionally to support student learning, not to bypass

it. Accordingly, all performance tasks submitted in AP Seminar and AP Research must be the student’s own work.

While students are permitted to use Generative AI tools consistent with this policy, their use is optional and not

mandatory.

Students can use generative AI tools as optional aids for exploration of potential topics of inquiry, initial searches

for sources of information, confirming their understanding of a complex text, or checking their writing for grammar

and tone. However, students must read primary and secondary sources directly, perform their own analysis and

synthesis of evidence, and make their own choices on how to communicate effectively both in their writing and

presentations. It remains the student’s responsibility to engage deeply with credible, valid sources and integrate

diverse perspectives when working on the performance tasks. Students must complete interim “checkpoints” with

their teacher to demonstrate genuine engagement with the tasks.

The following table describes what constitutes acceptable use of generative AI at different phases of the work to

complete the performance tasks.

Course Textbook, Readings, and Supplementary Materials

• Foutz, Brian. Your Guide to AP® Research. (2020). FFH Publishing. 

• AP Capstone Research Course and Exam Description. (2023). New York: College Board.  

• AP Research Workshop Handbook and Resources. (2020). New York: College Board.  

• Various articles, videos, and academic resources for specific lessons  

• Past AP student work (used with permission) for exemplars and discussion pieces

• They Say, I Say: The Moves that Matter in Academic Writing (2010). New York: W.W. Norton & Co.

Summer Assignment – Moving From Little “r” to Big “R” Research Part I

Enduring Understanding 1.1 – Personal interest and intellectual curiosity inspire investigation of topics or issues that may or may not be clearly defined. A well-crafted investigation explores the complexity of an issue or topic. Further inquiry can lead to unexpected conclusions, resolutions, innovations, or solutions.

Knowing yourself is the first step. To make progress on your academic paper, presentation, and oral defense, use the summer to explore research topics and build basic knowledge for this course. Complete a Research Topic Self Survey. Watch a video AP Research Topic Selection and conduct the Topic selection activity. Generate Topics and Sources Activity: List ten possible search terms for one of your topic ideas. Find and list five sources for the first project idea (try provided databases). Mine those sources and list five possible search terms for finding more sources. Do you feel you now have a good direction to follow? Explain why or why not. Describe what you think your next steps should be. [CR1a]

The summer assignment will be the student's first entry in their PREP (Process and Reflection Portfolio). The PREP shows the student's development and sustained effort in researching their questions. Throughout the year, the student will document their research, project progress, communication with teachers and advisors, and reflections on their thought processes. They should also evaluate their strengths and weaknesses in their plan and arguments. The instructor will provide specific topics for each phase of the class. Feedback from peer reviews should also be included in the PREP. [CR4a]

Moving from little “r” to Big “R” Research: You’ll explore the academic conversation you previously relied on for evidence, but know you’ll be seeking to add new understanding to the academic literature. (Read Foutz Chp. 1.) What is Academic Research? What differentiates Big “R” research from what you experienced in AP Seminar Little “r”? What are the main assessment tasks of AP Research? What does Collegeboard define as Academic Integrity and how do they expect you to learn and practice it? Read the Policy on Plagiarism and Falsification or Fabrication of Information, sign the attestation form, and put it in your PREP folder.

Research Styles: Students will be provided with sample papers showcasing various research styles to expose them to different research approaches. In a Google Group Discussion students will be asked to answer the following questions on 4 different high-scoring AP Research papers that showcase various research styles.

• What is the discipline represented in each paper?

• What are the common elements of the papers?

• What differences among the papers did you notice?

They will then identify and evaluate the following in one of the papers:

• the research question

• the gap in knowledge

• method, process, or approach

• the analysis and findings

• the conclusions [CR1b]

They will post their findings in Google Groups for further discussion. 

[CR1a] — Students develop and apply discrete skills identified in the learning objectives within 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.

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

July-August (Summer Work): Understand the difference between little “r” and big “R” research, complete research topic self-survey, complete topic selection activity, generate topics and sources, and explore and discuss different research styles.

Formative: Research Topic self-survey; Research topic activity,  Generate topic and Sources Activity; Start PREP; Research styles activity; Understand Academic Research; Understand Academic Integrity 

UNIT ONE: Moving From Little “r” to Big “R” Research Part II

August–September: Understand Ethical and Safe research practices, establish credibility, choose a topic/issue; carry out preliminary research; continue working on an annotated bibliography; understand foundational sources, identify and refine the research question, 

Summative and Formative Assessments: [CR1a] [CR1b]

Summative Assessments

Annotated Bibliography #1Deadline: August 31Sources Required: At least two

Students will:

• Identify the research question, variables, measurements, and limitations in published quantitative, qualitative, and mixed-methods research studies.

• Differentiate between the purpose and components of quantitative, qualitative, and mixed-methods studies.

• Describe the procedures used for analysis in sufficient detail to permit an understanding of how the data were analyzed and the processes and assumptions underlying specific techniques.

• Evaluate the fit between the purpose of the proposal, its research design, and its data collection strategy as it pertains to their inquiry.

Formative Assessments

• Analyze a journal Learning to Read Research Video, Journal/Article Bibliographic info, what is the purpose/hypothesis/aim/objective of the study, findings, how did author test hypothesis, do you feel methods and claims reasonable

• read Foutz Chapters 2-3

• find sources and evaluate  arguments activity

• Documentation Styles (APA Overview, Activities, & Quiz)

• Understand foundational sources SMARTER searches activity

• Identify and refine the research question. Question Development Narrowing the Focus Activity.

• Understand Engaging in Ethical and Safe Research Practices (Collegeboard videos)

• Approach, Design, and Method in Inquiry Activity Complete the chart by indicating how each inquiry process may be applied. Highlight the inquiry processes that would be best suited to your research discipline and/or question.

• Finalizing your topic activity The Topic, The Purpose, The Question, The Value, Feasibility, Peer Feedback

Deadline: September 15

Summative Assessments

Annotated Bibliography #2 Deadline: September 15 Sources Required: At least two additional sources

Students will:

• Identify the research question, variables, measurements, and limitations in published quantitative, qualitative, and mixed-methods research studies.

• Differentiate between the purpose and components of quantitative, qualitative, and mixed-methods studies.

• Describe the procedures used for analysis in sufficient detail to permit an understanding of how the data were analyzed and the processes and assumptions underlying specific techniques.

• Evaluate the fit between the purpose of the proposal, its research design, and its data collection strategy as it pertains to their inquiry.

Additional Formative Assessments

• Ways of Knowing

• Types of Researchers

• Transforming a Topic or Issue into a Problem Statement

• Transforming Research Article Text into a Problem Statement

• Transforming a Topic or Problem Statement into a Research Question

• Putting It All Together

• Evaluating and Revising Research Questions

• Crafting Annotated Bibliography Entries

• Does it Pass the Credibility Test

• The Differences and Similarities Among Definitions, Assumptions, and Hypotheses

• The Importance of Definition in Research

• The Right Way to Cite

• Cohesive, Coherent, Concise

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

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

UNIT TWO: From Topic to Proposal 

October–November: Present preliminary inquiry proposal via a single PowerPoint slide for peer review; identify the type of expert advisor needed and begin seeking assistance; finalize and submit proposals; reflect on feedback provided; complete the background component of inquiry through annotated bibliographies; finalize the choice and design of the inquiry method, as well as the research question; (if necessary) submit a revised version of the proposal and give a formal poster presentation and elevator speech. Approval for all inquiry proposals is November 30.

Summative and Formative Assessments:

Formative Assessments

• Draft of Inquiry Proposal
  Deadline: October 12

• Peer Review of Poster Proposal with Discussion
  Starting: October 26 [CR1e]

• PREP Monday Check-ins
  [CR4b]

Summative Assessments

• Formal Poster Presentation and Elevator Speech (#2)
  Starting: October 26 [CR1d] [CR1g]

• Final Version of Inquiry Proposal
  Deadline: November 30

Additional Formative Assessments

• Hopping on Board

• From Passenger to Participant

• Taking the Helm from Participant to Captain

• Common Knowledge, Copyright, and Plagiarism

• Approach, Design, and Method of Inquiry

• Choose a Method

• Check Your Alignment

• Healthy Halos Experiment

• Evaluating and Revising Surveys

• Qualitative Research Techniques

• Implementing a Mixed Method

• Articulating Rationale for Method Choices

• Checking for Ethical and Safe Research Practices

• Introducing the Proposal Form

• Bridging AP Seminar to AP Research and Beyond

• Preparing to Cross the Bridge from AP Seminar to AP Research

• The Top 10 Peer-Review Personalities

• We’re All in This Together

• What Makes a Good Presentation?

• The Best and Worst Presentations

• Foutz Chps 4-6

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

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

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

[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.

UNIT THREE: Moving From Literature Review to Research Results

 November–December: Implement the inquiry plan while engaging in PREP conversations with the AP Research Teacher and/or expert advisor (summaries of conversations, ongoing concerns, insights, research commentary, and

artifacts should be included in the PREP); complete draft of literature review; identify and implement discipline-

specific documentation style that matches the planned inquiry. [CR1e]

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

Summative and Formative Assessments:

• Formative: PREP Monday check-ins, review Foutz Chps 5-6 [CR4a]

• Summative: Literature review draft by December 18 [CR1d]

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

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

UNIT FOUR: Preparing the Academic Paper – Drafting Components, Presentation Preparation, and Utilizing Peer Reviews

January–February: Complete drafts of the methods (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); complete any original work (interviews, surveys, additional products, products, or performances) required to support the paper; complete remaining portions of their paper with peer review; present poster at potential AP Parent Night to justify their choices and to stimulate additional discussion about their topics and AP Capstone; engage in peer reviews of student work. [CR3]

[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

Summative and Formative Assessments:

• Formative: Peer review of literature review discussion (using rubric) starting January 5 [CR1e]

• Summative: Methods drafts by January 13

• Formative: Peer review of methods Harkness discussion (using rubric) starting January 14 [CR1e]

• Summative: Results, products, or findings draft by January 22

• Formative: Peer review of results, products, or findings draft Harkness discussion (using rubric) starting January 26 [CR1e]

• Summative: Analysis and/or evaluation draft by February 3

• Formative: Peer review of analysis and/or evaluation draft starting February 4 [CR1e]

• Summative: Conclusions and future directions draft by February 12

• Formative: Peer review of conclusions and future directions draft starting February 16 [CR1e]

• Summative: Bibliography draft by February 24

• Formative: Peer review of bibliography draft Harkness discussion starting February 25 [CR1e]

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

UNIT FIVE: Moving from Findings to Final Product

 March: Write, proof, peer review, and submit academic papers ensuring all components are present and meet rubric criteria; utilize TurnItIn.com to ensure against misattribution and/or plagiarized work; submit additional

scholarly work used to support the paper (e.g., project, product, or performance). [CR2a]

[CR2a] — Students develop an understanding of ethical research practices.

Summative and Formative Assessments:

• Summative: Academic paper draft due by March 4

• Formative: Peer review of academic paper draft Harkness discussion starting March 7 [CR1e]

• Final Summative: Final academic paper due by March 28

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

April: Presentations and oral defense peer review and delivery. The AP Research teacher finalizes scores and uploads the results to the College Board before April 30.

Summative and Formative Assessments: [CR5]

• Summative: Oral defense questions are due by April 1

• Formative: Videotaped presentation peer review Harkness discussion starting April 12 [CR1e]

• Formative: Oral defense practice in groups of four starting April 15

• Final Summative: Oral presentations and defense given on April 21 and 22

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

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

UNIT SIX: Moving Beyond the Assessment Tasks [CR1f]

May: Deliver final, curated copy of the PREP which articulates moments of insight, challenge, and change experienced in the course as well as implications for further research or study; present their work and discuss the AP Research course with potential AP Seminar students; complete additional Advanced Placement exams to qualify for the AP Capstone Diploma.

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

Summative and Formative Assessments:

• Summative: PREP due by May 9

• Summative: AP Research presentations 

Sample Activities Mapped to the Big Ideas

While each of the big ideas in this course is covered in several ways in the Pacing Guide above, below is a small subset of activities that are mapped to each.

Question and Explore

• Color Wheel of Disciplinary Understanding: Students explore a specific discipline (art, social studies, etc.) and search for “dimensions for understanding,” focusing in on the components of forms, knowledge, methods, and purpose.

• Types of Researchers: Students answer survey questions to determine the types of inquiries and methods that best align to who they are and how they process the world around them.

Understand and Analyze

• Crafting Annotated Bibliographies: Students are given sample articles from which they create annotated bibliographies and then evaluate the cited sources within each resource as potential future targets for additional research.

• SMARTER Searches: Students are introduced to the SMARTER acronym for evaluating sources and then examine five sample annotated bibliography entries to determine where the author went wrong in that process.

• Does It Pass the PAARC Test?: Students use the credibility test to evaluate provided sources. [CR1b]

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

Evaluate Multiple Perspectives

• Hopping on Board: Using an excerpt from Graff and Birkenstein’s They Say, I Say: The Moves that Matter in Academic Writing (New York: W.W. Norton & Co., 2010), students choose three phrases and discuss how each phrase challenges new researchers and how a literature review can address each of these challenges.

• From Passenger to Participant: Students are given a research question and a related article and then use the “They Say/I Say” template to identify and report on specific elements that address the research question.

• Taking the Helm from Participant to Captain: Students are given two articles to read and then use a “Constructing Meaning from Multiple Sources” template to practice evaluating articles and building meaning from each. [CR1c]

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

Synthesize Ideas

• The Differences and Similarities Among Definitions, Assumptions, and Hypotheses: Using a story that appears straightforward at first glance, students are asked to indicate the validity of specific statements. This exercise is designed to help students realize the power of their definitions and assumptions, which leads to a further analysis of journal articles.

• Cohesive, Coherent, Concise: Students are given a research question and an excerpt from a relevant source to provide the opportunity to practice determining the appropriate documentation style as well as creating citations/bibliographic entries.

• Preparing All Students to Cross the Bridge from AP Seminar to AP Research: Students explore the differences between the AP Seminar and AP Research course descriptions/rubrics to determine what skills and essential knowledge are needed to “cross the bridge” with specific attention given to the difference between creating new knowledge and reporting existing knowledge. [CR1d]

• Common Knowledge, Copyright, and Plagiarism: Students are given a series of scenarios/situations that represent common knowledge, violation of copyright/intellectual property, and/or plagiarism to allow for opportunities to identify specific research ethics problems in context. [CR1a]

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

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

Team, Transform, and Transmit

• Call Outs!: Students examine short academic paper excerpts about specific learning objectives and then discuss (as a group) the paper’s achievement level and what would improve upon that rating.

• The Top Ten Peer Review Personalities: Students view and evaluate specific peer reviewer personality types and then identify peer review best practices using various web resources. [CR1e]

• What Makes a Good Presentation?: Students review the presentation and oral defense task description/rubric and evaluate video presentations based upon a small subset of that rubric. [CR1g]

• Components of the Paper: Students review the components of a research essay (introduction/thesis, body, conclusion, bibliography) and make a list of effective qualities for each. [CR1g]

• Structuring the Paper: Students review some common rhetorical patterns for organizing an essay and parts of an essay (problem-solution, cause-effect, definition, process, description, and so on). [CR1g]

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

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