AP® Summer InStItute - Goucher College

Goucher College 

AP ® Summer Institute 

Summer 2012

What Makes 

Goucher’s 


Different 

A summer schedule that makes sense 

Our program takes place over only five days in 

June or July. Each course runs from 8:30 a.m. 

to 4 p.m., Monday through Thursday, and from 

8:30 a.m. to 1 p.m. on Friday. College Board 

materials and lunch are included in your tuition. 

You’ll get the preparation you need and enough 

time to take it all in—without cramming. 

All levels of experience welcome 

Whether you are a new, recent (less than three 

years), or experienced (three or more years) AP 

teacher, we’ll be able to help. You self-select 

into which group you fit best, and get the most 

out of courses tailored to your level and needs. 

Your choice of credit options 

You can audit or earn graduate credit for the 

same tuition cost. The credit requirements are 

directly related to the work you’ll be doing as 

you prepare to teach your subject, so for most 

people, it’s a no-brainer.

From The Director 

It takes a special kind of person to teach Advanced 

Placement Courses. 

You have to be creative in presenting your content. You have 

to be resourceful in reaching diverse students. And you have 

to be passionate about teaching—always broadening your 

horizons and investigating new possibilities to bring a fresh, 

knowledgeable perspective back to the classroom. 

Creative ideas. Resourceful methods. And renewed passion for 

the art of teaching. That’s what Goucher College’s Advanced 

Placement Summer Institute (APSI) is all about. 

A national leader in higher education for over 125 years, 

Goucher brings together some of the top educators in 

the nation each summer to engage in AP course-specific, 

collaborative, and supportive learning environments. From 

arrival to departure, the institute is an idyllic summer retreat 

conducive to reflection and understanding. And our campus is 

located near shopping and entertainment, with easy access to 

Baltimore’s famed Inner Harbor. 

Our College Board-certified instructors draw upon years of 

experience, as well as relevant research and the expertise of 

other leading scholars, to assist you in designing instruction 

that best meets the needs of your AP students. 

With your creativity, resourcefulness, and passion—and the 

support of our expert instructors—you’ll return to your AP 

classroom with the confidence, strategies, and enthusiasm 

needed to jumpstart your students’ success. I look forward to 

hearing from you and working with you this summer. 

Best always, 

Shelley Johnson 

Director 

Advanced Placement Summer Institute 

| 2 | Goucher College AP ® Summer Institute Courses 2012 | 3 |

| 4 | Goucher College AP ® Summer Institute 

Course Information

Schedule 

Week 1 

June 18-22 

Week 2 

June 25-June 29 

Week 3 

July 9-13 

Monday – Thursday 

8:30 a.m. to 4 p.m. 

Biology 

Economics 

Art History 

Biology 

Biology 

Calculus BC 

Friday 

8:30 a.m. to 1 p.m. 

English Language & Composition 

English Literature & Composition 

Human Geography 

Calculus AB 

Chemistry – New Teachers 

Computer Science A 

Chemistry – Experienced 

Teachers 

Environmental Science – 

Experienced Teachers 

Physics 

English Language & Composition 

French Language – Experienced 

Spanish Literature & Culture 

English Literature & Composition 

Teachers 

Statistics 

Environmental Science – 

Latin 

U.S. Government & Politics 

New Teachers 

Spanish Language 

World History – New Teachers 

Pre-AP ® English 

European History 

French Language - New Teachers 

World History – Experienced 

Teachers 

Pre-AP ® Science 

Music Theory 

Pre-AP ® Social Studies/History 

Psychology 

Spanish Literature & Culture 

Studio Art 

U.S. History 

Pre-AP ® Mathematics 

| 6 | Goucher College AP ® Summer Institute Courses 2012 | 7 |

Week 1 June 18-22, 2012 

Preparing Students for AP® Biology 

ED 503.100 

thomas Carroll 

Designed for teachers who are new to AP Biology, as well as experienced teachers looking 

for information about new requirements, this course will focus on three essential areas: 

1) the new curriculum framework (the four “Big Ideas” and the seven “Science Practices”), 

2) the new inquiry-based lab approach, and 3) the new exam. During the week, participants 

will develop a course syllabus based on the new curriculum standards and will work 

cooperatively with other teachers to share teaching strategies and activities. Participants 

will engage in extensive hands-on experiences with the new inquiry-based labs. Participants 

also will discuss ways to modify existing labs to fit the new AP Biology Science Practice 

Standards. The new exam design will be highlighted, particularly in contrast with the 

former exam. Other topics for the week include the audit process, textbooks, networking, 

and biotechnology labs. Participants will be expected to read the new AP Biology curriculum 

before the workshop begins and to share a “best practice” lesson during the week. All 

laboratory equipment and materials will be provided. 

Preparing Students for AP® Economics 

AP 548.100 

Bruce Damasio 

Designed for high school teachers of AP Economics, this course will include content, 

course organization, and selection/use of materials, test development, and teaching 

strategies. Participants will develop lessons and materials with content specifics for 

micro and macro needs for classroom use. Teachers are encouraged to bring class 

outlines, course syllabi, and sample lessons to share and modify. 

Preparing Students for AP® English Language 

and Composition 

AP 521.100 

Kevin Howard 

This course will focus on the development of an AP English Language course that is 

based on the analysis of nonfiction texts, with a special focus on argumentation. The 

course will begin with an overview of the structure, content, and scoring of the AP 

English Language and Composition exam. Participants will discuss the impact of the 

various essay and multiple-choice questions on existing curriculum. Other topics will 

include an introduction to rhetorical analysis by examining speeches, memoirs, scientific 

writing, journalism, essays, documentary films, and visual rhetoric, (broadly defined 

to include advertising, multimedia, and public art). Attention will be given to book-length 

nonfiction texts as the core of the course. Participants will explore and share practical 

teaching strategies, including approaches that support the equity agenda of the College 

Board. 

Preparing Students for AP® English Literature 


AP 524.100 

Frazier O’Leary 

This course will combine the examination of methodology and content with sharing 

ideas, developing strategies, and reviewing samples from the 2012 AP exam. Hands-on 

strategies can be introduced immediately into participants’ own courses. Participants 

can expect interactive sessions where they learn and practice the basics that are essential 

in implementing a successful AP English Literature course with their students. 

This course uses College Board-developed materials, as well as other resources and 

guest speakers, to expand the participants’ knowledge base and to provide a framework 

for teachers in developing a curriculum. 

Preparing Students for Advanced Placement® 

Government and Politics: United States 

AP 536.100 

maria Schmidt 

This course will provide both new and experienced teachers with an overview of 

the basic structure and content necessary for an AP course in Government and 

Politics: United States. The instructor will focus on content development for each of 

the course’s six units as well as on the development of essential questions, course 

objectives, learning activities, teaching strategies, and the use of multiple resources. 

An analysis of past AP examinations will be included as well as a review of established 

standards for grading the annual exams. A major portion of the course will be devoted 

to the development of units for an AP U.S. Government and Politics course by participants, 

including the resources necessary for the implementation of such a course. The 

course will include a “best practices” sharing session, and participants are encouraged 

to bring a copy of a favorite lesson/activity they have used in, or that could be adapted 

to, an AP U.S. Government and Politics course. If participants already are teaching the 

course, or know the texts that they will be using, these should be brought to class as 

well. 

Preparing Students for AP® Human Geography 

AP 539.100 

Pamela Wolfe 

This course will provide an overview of the AP Human Geography curriculum and help 

participants design their own course. Participants will review lesson plans, resources, 

and websites for teaching each of the major course topics, including geography, population, 

cultural patterns, the political organization of space, rural land use, industrialization, 

and cities. The course will focus on effective teaching strategies and learning 

activities to prepare students for success on the AP exam. Participants will begin to 

develop their own course outline, syllabus, and assessment tools. 

| 8 | Goucher College AP ® Summer Institute Week 1 Courses | 9 |

Preparing Students for AP® Physics 

AP 554.100 

Patricia Zober 

The goal of this course is to prepare teachers for the AP B Physics, AP C Mechanics, 

and AP C Electricity & Magnetism courses and their exams. The course will emphasize 

the AP Physics exams, their structure, and their grading; the laboratory experiences 

in AP B and AP C Physics; the curriculum for each course; the exchange of ideas; and 

special topic areas of concentration such as the Conservation of Mechanical Energy, 

Momentum, Gravitation, Gauss’ Law, Ampere’s Law, Faraday’s Law, Fluids, Optics, and 

Modern Physics. 

Preparing Students for AP® Spanish Literature 

and Culture 

AP 563.100 

rafael Moyano 

In this course, participants will engage in a professional exchange of ideas surrounding 

the revised AP Spanish Literature and Culture course. Participants will examine components 

of the AP Curriculum Framework that includes learning objectives, descriptions 

of expected student performance, the reading list, literary terms, and themes and 

essential questions. Participants should be familiar with all of these texts prior to the 

course. (For an accurate list, visit the College Board website at www.collegeboard.com). 

Participants will discuss models of instructional design that use themes and essential 

questions to make comparisons across literary periods and genres, and they will review 

various authentic audio texts and artistic representations related to course content. 

They also will examine sample questions for multiple choice and free response sections 

of the exam. Participants are encouraged to bring their own texts or anthologies 

containing the majority of these works. This course will be conducted in Spanish. 

Preparing Students for AP® Statistics 

AP 566.100 

Jim Bohan 

This course will focus in detail on the philosophy, content, and pedagogies related to 

creating and implementing a successful course in AP Statistics. The sessions will engage 

participants in the four main areas of AP Statistics: exploring data, sampling and 

experimentation, anticipating patterns, and statistical inference. The approach will be 

one of using actual AP Statistics problems to guide discussion of content and pedagogy. 

In addition, the course will provide opportunities for discussion about topics such 

as AP course goals, objectives, content, resources, bibliographies, and equipment; AP 

exam development and grading processes; syllabi, lesson plans, and assignments; how 

to refresh and improve existing AP courses; recent changes in AP course descriptions; 

strategies for teaching students at beginning or intermediate levels; vertical teaming; 

and the use of technology in AP Statistics. 

Preparing Students for AP® World History— 

New Teachers 

AP 579.100 

Ane Lintvedt 

This course will engage participants in designing an AP World History course that 

prepares their students for the AP exam. Participants will review the content, themes, 

and structure of the AP World History curriculum and focus on effective teaching and 

learning activities that will lead to success on the exam. An analysis of past AP exams 

will be included, as well as discussion of rubrics and the scoring of the free-response 

section of the examination. Participants will review important aspects of each time period 

of the curriculum, plan their own course syllabus, discuss the teaching and learning 

of the Historical Thinking Skills, and create test questions in alignment with the AP 

World History periodization, the Historical Thinking Skills, and the course themes. 

Pre-AP® English 

AP 581.100 

mary Ellen Ackerman 

This interactive course will address the many aspects of creating and sustaining an 

effective English vertical team. Collegial AP vertical teams are composed of middle 

and high school teachers who collaborate and coordinate their efforts to form and 

maintain a cohesive program. The team’s goal is to create successive, rigorous classes 

that are inclusive so that all students have the opportunity to achieve success. The 

team identifies explicit strategies that promote success at the various entry levels. This 

course will include strategies for establishing effective vertical teams and for setting 

and accomplishing goals. Teams will have time to work together to implement the 

strategies presented. 

Pre-AP® Science 

AP 585.100 

John Hnatow, Jr. 

Student success in AP science courses is directly related to the strength of the Pre-AP 

science program. The major goal of this course will be to help Pre-AP and AP-level 

teachers clearly identify the skills and concepts necessary for students to succeed 

in advanced classes. The AP curriculum framework and exams will be used as a 

benchmark. Teaching strategies, curricular materials, and assessment methods will be 

provided and discussed. Topics such as energy systems and inquiry-based labs will be 

developed from foundation-level skills and concepts, intermediate concepts and will 

culminate with advanced topics. Participants will perform actual lab activities, including 

calculations with both statistical and graphical analysis. Throughout the workshop, 

participants also will be exposed to applications of inquiry-based activities, calculator 

use, demonstrations, Internet resources, and digital technologies. They will work in 

pairs to solve and present problem sets from previous AP exams and to determine 

which concepts are most appropriate. Participants also will be asked to share a favorite 

annotated website that has been effectively used in the classroom, and they should be 

prepared to share an experiment, teaching tip, demonstration, or lab activity. 


Pre-AP® Social Studies/History 

AP 587.100 

Geri Hastings 

Pre-AP is an approach to teaching and reinforcing academic skills crucial to middle 

and high school students in order to prepare them for the AP program. Pre-AP is not 

a prescribed set of courses or a curriculum, but a combination of activities, skills, and 

strategies for teachers. Participants will spend the first two sessions learning about 

vertical teams, utilizing vertical-team activities to prepare their students for future 

AP courses, and planning to construct and implement a vertical team in their schools. 

Session 3 will be devoted to a pre-writing workshop; Session 4 to a writing workshop; 

and Session 5 to a reading/visual analysis workshop. Participants will leave this handson 

course experience with numerous strategies for adding rigor to their classes in a 

student-centered learning environment. 

Week 2 June 18-22, 2012 

Preparing Students for AP® Art History 

AP 500.200 

Yu Bong Ko 

Among many other topics, this course will closely examine the recent changes and 

directions in which AP Art History is being taught and assessed, with special focus on: 

1) rethinking the curriculum framework and its implications for teaching; 2) thematic and 

cross-cultural approaches to infusing art beyond the European traditions (“non-Western 

art”) into the survey course and merging “contemporary art” into the curriculum all 

year long; and 3) understanding works of art and architecture through visual, historical, 

and contextual analysis. Participants will have ample opportunities to learn, acquire, and 

share best teaching practices and will walk away with practical materials and strategies 

for immediately promoting active, student-centered learning in the classroom. Strategies 

for enhancing visual literacy also will be included, with a that focus on helping students 

develop skills in looking at, thinking about, and communicating ideas about works 

of art. This course also will address ways to seamlessly utilize digital images and computer-based 

multimedia technology in the AP Art History course. Finally, participants 

will be mentored to become “Readers” in a simulated reading of the essay portions 

(free-response questions) of the AP examination, in order to gain an understanding of 

the grading process, with specific attention placed on common student errors and their 

implications for instruction. A group excursion will be organized to a museum/gallery in 

Baltimore. Participants are encouraged to bring a laptop, as most of the handouts are in 

electronic format, such as a CD or flash drive. 


AP 503.200 















Preparing Students for AP® Calculus AB 

AP 506.200 

Jim Bohan 

This course will focus in detail on the philosophy, content, and pedagogies related to creating 

and implementing a successful course in AP Calculus AB. The sessions will engage 

students in the four main areas of AP Calculus AB: functions, limits and graphs; derivatives; 

and integrals. The approach will be one of using actual AP Calculus AB problems 

to guide the discussion of content and pedagogy. In addition, the course will provide 

opportunities for discussion about topics such as course goals, objectives, content, resources, 

bibliographies, and equipment; the AP exam development and grading process; 

syllabi, lesson plans, and assignments; how to refresh and improve existing AP courses; 

recent changes in AP course descriptions; strategies for teaching students at beginning 

or intermediate levels; vertical teaming; and the use of technology in AP Calculus AB. 

Participants will be expected to collaborate and participate fully in the proceedings of 

the course and will be encouraged to create a network of support. 

Preparing Students for AP® Chemistry—New Teachers 

AP 513.200 

John Hnatow, Jr. 

Recommended for teachers who have three years or fewer of AP Chemistry teaching 

experience, This course will use the most current exam information to provide an 

overview of the AP Chemistry curriculum content and give teachers both theoretical 

background and hands-on experiences to help them design their own courses. Through 

group activities and homework, participants will solve text and AP exam problems to 

review the basic concepts of a college-level chemistry course, including stoichiometry, 

the structure of matter, net-ionic equations, colligative properties, solutions, inter vs. 

intra-molecular forces, periodic properties, kinetic theory of gases, chemical equilibria, 

chemical kinetics, and basic principles of thermodynamics. Emphasis will be placed on 

the structure and grading of the AP exam. Participants also will focus on teaching strategies 

and techniques for student success. Selected activities will engage participants in 

learning about the new AP Chemistry curriculum framework—the big ideas and enduring 

understandings, the science practices, and experiences with inquiry activities. Participants 

will perform several of the requisite laboratory experiments necessary for student 

success. This course ultimately is intended to inspire teachers to motivate their students 

to achieve at the highest possible levels. There will be about two hours of homework 

daily. 


Preparing Students for AP® Computer Science A 

AP 518.200 

reg Hahne 

This course will provide an overview of the content and structure of the AP Computer 

Science A curricula. Teachers will focus on object-oriented programming methodology, 

with emphasis on problem solving and algorithm development. Participants will explore 

how the development and analysis of standard algorithms and the use of fundamental 

data structures within the AP Computer Science framework can support their classroom 

instruction in preparing their students for the AP Computer Science exam. Focus also 

will be placed on both multiple-choice and free-response aspects of the exam, including 

the introduction of GridWorld, the newest case study that will be testable on the 2012 

exam. It is advisable that participants be familiar with Java. 

Preparing Students for AP® English Language 


AP 521.200 

Barbara Murphy 

This session will address the primary goals of the AP Language and Composition course, 

providing an introduction to and an in-depth examination of the curriculum and exam. 

Participants also will work with the 2012 essay questions: text + rubric + samples. Time 

will be allotted for individual rating of essays and small- and large-group discussions 

about the rating of samples. Participants will take a close look at the multiple-choice 

section of the exam. There will be sample close readings of actual AP exams as well as 

questions generated by other sources. In addition to the deconstruction of the exam 

and its requirements, participants will be actively engaged in the process of choosing 

texts on which to base AP-level writing prompts, as well as selecting close reading texts 

and creating multiple choice questions based on those readings. Working as individuals 

and in small groups on prose texts, participants will construct classroom activities to 

introduce, develop and reinforce AP-level skills create essay prompts, and pose objective 

questions based on prose texts. These will be discussed and evaluated by the entire 

group. Participants also will closely examine AP English Language and Composition 

course objectives and development, including creating and evaluating syllabi. There 

will be ample time to share best practices. Participants can expect both class work and 

homework as part of their rigorous and productive experience. 

Preparing Students for AP® English Literature 


AP 524.200 


This course will combine the examination of methodology and content with sharing 

ideas, developing strategies, and reviewing samples from the 2012 AP exam. Hands-on 

strategies can be introduced immediately into participants’ own courses. Participants 

can expect interactive sessions where they learn and practice the basics that are 

essential in implementing a successful AP English Literature course. This course uses 

College Board-developed materials, as well as other resources and guest speakers, to 

expand the participants’ knowledge base and to provide a framework for teachers in 

developing a curriculum. 

Preparing Students for AP® Environmental Science— 

New Teachers 

AP 528.200 

Anne Soos 

This intensive one-week course will overview an entire year of AP Environmental Science 

(APES). Each day, important concepts will be discussed and related specifically to 

APES free-response questions, and laboratories associated with these concepts will be 

presented. The major goal of the course will be to expose participants to both content 

and hands-on activities important to teaching a successful APES course. Homework will 

consist of working up lab data, writing responses to FRQs, and preparing a course syllabus 

or outline that correlates to the APES course description. Participants are urged to 

bring electronic materials/favorite websites, as some class time will be reserved for sharing 

and question/answer sessions. Participants should also bring a copy of their school 

calendar for the coming year, clothing that would allow for visiting a garbage incinerator 

(boots or shoes with closed toes required), items for doing water-testing (shoes that can 

get wet), a scientific calculator, a laptop computer or iPad, pencils, a ruler, and a threering 

binder for hard copies of handouts. 

Preparing Students for AP® European History 

AP 530.200 

Pamela Wolfe 

This session will help teachers design an AP European History course and prepare their 

students for the AP exam. Participants will review the content, themes, and structure 

of the AP European History curriculum and focus on effective teaching strategies and 

learning activities that will lead to success on the exam. Participants will analyze past AP 

examinations, discuss rubrics and grading the free-response section, review the important 

aspects of each time period of the AP European History curriculum, plan their own 

course syllabi, and create test questions in line with the topics and themes of the course. 

Preparing Students for AP® French Language 

and Culture—New Teachers 

AP 534.200 

rita Davis 

This course is designed for teachers who are new to the AP French program and who 

want input for creating their new course. Participants will engage in lengthy discussions 

of vertical alignment within a French program. Relevant materials and specific 

instructional techniques will be presented, discussed, and evaluated. Participants will 

develop materials for use in their own classes and will work together to clarify the 

expected proficiency levels in Interpersonal, Interpretive, and Presentational Communication. 

There will be extensive practice reviewing the rubrics and achievement-level 

descriptors used by AP Readers in assessing the Interpretive and Interpersonal Communication 

segments of the exam. Considerable time will be devoted to reviewing and 

interpreting assessment performance from the June 2012 exam’s student samples. 

Participants will receive training in creating a course syllabus that explores resources 

and strategies for completing the AP Course Audit. 


Preparing Students for AP® Music Theory 

AP 551.200 

robert McMahan 

Designed for both new and experienced AP Music Theory teachers, this course will 

provide a review of the issues of musicianship, theory, musical materials, and procedures. 

Participants will gain familiarity with creative teaching activities/strategies and 

will devise their own activities and materials for classroom use. With collaborative input 

from the instructor and others in the class, participants will develop a detailed syllabus 

and explore assessment tools and techniques to prepare students for the AP Music 

Theory exam. Participants will emerge from this course with a clear understanding of 

the objectives and performance each of their students should attain in the high school 

AP Music Theory course. 

Preparing Students for AP® Psychology 

AP 557.200 

Alan Feldman 

This course will focus on the teaching of psychology as a science, including an intensive 

review of the content of the AP Psychology examination and all of the released 

multiple-choice and essay questions. Additional topics will include teaching strategies 

and resources, using a rubric to write and score essay questions, test-taking techniques, 

and demonstrations for teaching psychology and important experiments and studies 

in psychology. Approximately 200 of the most important terms for the AP Psychology 

course will be reviewed, as well as the 75 or so most influential psychologists. Teaching 

Introductory Psychology: Survival Tips from the Experts, edited by Robert Sternberg, will 

be discussed in detail. Participants are urged, but not required, to bring a few of their 

favorite lesson plans to share in class. 

Preparing Students for AP® Spanish Literature 

and Culture 

AP 563.200 

rafael Moyano 

In this course, participants will engage in a professional exchange of ideas surrounding 

the revised AP Spanish Literature and Culture course. Participants will examine components 

of the AP Curriculum Framework, that include learning objectives, descriptions of 

expected student performance, the reading list, literary terms, and themes and essential 

questions. Participants should be familiar with all of these texts prior to the course. 

(Acess link for an accurate list. www.collegeboard.com). Participants will discuss models 

of instructional design that use themes and essential questions to make comparisons 

across literary periods and genres, and they will review various authentic audio texts 

and artistic representations related to course content. They also will examine sample 

questions for multiple choice and free response sections of the exam. Participants are 

encouraged to bring their own texts or anthologies containing the majority of these 

works. This course will be conducted in Spanish. 

Preparing Students for AP® Studio Art 

AP 572.200 

Joann Winkler 

In this course, participants will be provided with an introduction to and overview of the 

AP Studio Art program. Participants will discuss the three studio-art portfolios (drawing 

and 2-D and 3-D design) and the three components of each (breadth, depth, and quality). 

Participants will review student work from each of the three portfolios, examine rubrics 

used in the scoring process, and participate in a practice grading session. Participants 

also may be visiting a local museum as part of the course experience. 

Preparing Students for AP® United States History 

AP 575.200 

Geri Hastings 

This course will focus on providing participants with student-centered activities that 

they can use in their classrooms to engage and motivate their students. Participants will 

engage in actual classroom activities so that they feel at ease and prepared to use them 

prior to actual classroom implementation. In addition, they will work on developing their 

curricula, possibly modifying existing curricula, and examining various methods of teaching 

the course. Participants will learn innovative techniques for incorporating reading 

and writing into the program and will work on helping students to develop better writing 

and multiple-choice test-taking skills. Upcoming changes (2014-2015) in both the AP U.S. 

History curriculum and the AP U.S. History examination will be discussed. The content of 

this course has been inspired by Eric Rothschild, a friend and colleague, whose words still 

ring true for students and teachers alike: “The more I say in class, the less my students 

learn,” and “Students learn more when they are active.” If hands-on instruction, historical 

thinking skills, and application activities are important to classroom instruction, then 

this course will be beneficial to participants. 

Pre-AP® Mathematics 

AP 583.200 

Vernon “Ted” Gott 

This course will include activities and experiences in the strands that set the foundation 

for AP Calculus and AP Statistics. Some of the topics that will be explored include rate of 

change, accumulation, functions, assessments, data gathering, and probability. Participants 

will write activities based on published AP Calculus exam questions. Whenever 

possible, participants will engage in the “Rule of Four”—looking at a problem verbally, 

analytically, numerically, and graphically. Physical representations will be included as 

appropriate.. 

Week 3 July 9-13, 2012 


AP 503.300 





Week 3 Courses | 17 |












Preparing Students for AP® Calculus BC 

AP 509.300 

Jim Bohan 

This course will focus in detail on the philosophy, content, and pedagogies related to creating 

and implementing a successful course in AP Calculus BC. The sessions will engage 

participants in the four main areas of AP Calculus BC: Function; Limits and Graphs; Derivatives; 

Integrals; and Polynomial Approximations and Series. The approach will use actual 

AP Calculus BC problems to guide the discussion of content and pedagogy. In addition, 

the course will provide opportunities for discussion on topics such as AP course goals, 

objectives, content, resources, bibliographies, and equipment; AP exam development and 

grading processes; syllabi, lesson plans, and assignments; how to refresh and improve 

existing AP courses; recent changes in AP course descriptions; strategies for teaching 

students at beginning or intermediate levels; vertical teaming; and the use of technology 

in AP Calculus BC. Participants will be expected to collaborate and participate fully in the 

proceedings of the course and will be encouraged to create a network of support. 

Preparing Students for AP® Chemistry— 


AP 514.300 

John Hnatow Jr. 

Recommended for teachers with at least four years of AP Chemistry teaching experience, 

this course will model an AP chemistry curriculum in which participants will be introduced 

to and share both hands-on and theoretical aspects of specific content areas using the 

most current information regarding the AP Chemistry exam. Topics selected for advanced 

study will be thermodynamics, electrochemistry, and acid-base equilibria with an emphasis 

on weak acids and bases, buffers, hydrolysis reactions, titration curves, molecular 

structure and descriptive chemistry. A full, daily laboratory component will complement 

the selected topics. Participants also will have the opportunity to work both individually 

and collaboratively on reviewing past AP exams and on homework problems and 

problem-solving strategies. Chapter tests that mirror current AP Exams will be provided 

as frameworks for group work. Group discussions will center on strategies for presentation 

and the integration of the laboratory component with the content. Selected activities 

will engage participants in learning about the new AP Chemistry curriculum framework— 

the big ideas and enduring understandings, the science practices, and experiences with 

inquiry activities. The class ultimately is intended to inspire teachers to motivate their 

students to achieve at the highest possible levels. There will be about two hours of homework 

daily. 

Preparing Students for AP® Environmental Science— 


AP 529.300 

Anne Soos 

This course is recommended for teachers who have at least three years of AP Environmental 

Science (APES) teaching experience, as participants will be sharing best practices 

while they engage in a variety of laboratory and field investigations. Field trips are 

planned to several locations, including waste-to-energy and sewage treatment plants. 

Participants will be asked to write their own Free-Response Questions and will participate 

in a mock grading activity. Participants should bring electronic copies of their favorite experiments 

and a list of favorite websites to class. Participants also should be sure to bring 

shoes with closed toes, shoes that can get wet or a pair of boots, a scientific calculator 

of some type, a laptop computer or iPad, pencils, a ruler, and a three-ring binder for hard 

copies of handouts. 

Preparing Students for AP® French Language and 

Culture—Experienced Teachers 

AP 535.300 

rita Davis 

This course will provide an overview of the structure and content of the new, thematically-organized 

2012 AP French Language and Culture exam. Relevant materials and specific 

instructional techniques for teaching the curriculum will be presented, discussed, 

and evaluated. Participants will develop materials for use in their own classes and will 

work together to clarify the expected levels of proficiencies in Interpersonal, Interpretive, 

and Presentational Communication. Participants also will explore techniques to transition 

past activities into strategies and exercises that meet the objectives of the new 

exam. There will be extensive practice through reviewing the rubrics and achievementlevel 

descriptors that will be used by the AP Readers in assessing the Interpretive and 

Interpersonal Communication segments of the AP exam. In addition, considerable time 

will be devoted to reviewing and interpreting assessment performance from the June 

2012 exam’s student samples. 

Preparing Students for AP® Latin 

AP 545.300 

Donald Connor 

The session will focus on the objectives, syllabus, and exam format for the new AP Latin 

course. Participants will work through the curriculum guide, developing materials for 

presentation to students and testing them for the new exam. The course will examine the 

new rubrics for grading and the new explanations of what the different grades indicate 

to colleges. There also will be discussion about recertification for the new course. The 

objective is to help students make significant progress in reading, translating, and analyz- 


ing Vergil’s Aeneid and Caesar’s De Bello Gallico in Latin. The course will include studying 

Rome in terms of politics, religion, ethical values, and society, and writing analytical essays 

about the themes found in different Latin passages. Special attention will be paid to the 

new format of the exam, especially the emphasis on multiple-choice questions. Participants 

will grade the different types of questions, create similar questions for classroom 

use, develop materials and plans for the new syllabus, and submit a new syllabus to the 

College Board. Participants are urged to read the AP Latin Curriculum Framework at www. 

collegeboard.com and to bring questions to class. Any teacher of AP Latin, inexperienced 

or very experienced, may register for this course. 

Preparing Students for AP® Spanish Language 

and Culture 

AP 560.300 

raul Rodriguez 

An in-depth description of this AP course, as well as a detailed study of the exam and its 

grading practices, will be undertaken during this week-long session. Special emphasis will 

be placed on development of the integrated skills needed to synthesize different sources 

prior to engaging in formal writing and speaking. The new curriculum framework, effective 

2013-14, will be discussed. Topics will include course organization and syllabus 

implementation. Participants will engage in lesson planning, performance assessment, 

and creation of materials to use in class. Teaching strategies will include pre-reading and 

pre-writing exercises, activities within a cultural context, thematic approaches, cooperative 

learning, and use of technology and Internet resources. The latest available rubrics, 

sample responses, and test changes will be reviewed. 

Faculty 

Preparing Students for AP® World History— 


AP 580.300 

Ane Lintvedt 

Designed for participants with at least three years of experience teaching AP World History, 

this course will not review the curriculum in detail, as the course for new teachers 

does, but will examine the problematic issues of each era or each requirement in the 

course curriculum for ways that teaching and learning can be enhanced. Participants will 

discuss, share, inquire, and critique how the course unfolds in their classrooms. They will 

engage in teaching and learning of the Historical Thinking Skills and how the AP World 

History course and assessments can be adapted to emphasize them. Participants will look 

at the scoring of the exam as well as how to prepare students to write the three essays 

and respond to multiple-choice questions that conform to the new course description 

and exam specs. Participants should plan to share at least one “best practice” lesson with 

colleagues, and come ready to share particular areas of success, concern, and questions 

about how their own students fared on the AP World History exam. 

| 20 | Goucher College AP ® Summer Institute

Mary Ellen Ackerman 

Mary Ellen Ackerman had been the English department chair at Dennis-Yarmouth (MA) 

Regional High School for 23 years when she retired from public-school teaching at the high 

school level. She holds a B.A. from the University of Illinois and an M.A. from Colorado State 

University. She has had a variety of teaching experiences, among them teaching at Project 

Headstart in Chicago, starting an alternative school for juvenile delinquents in Minnesota, 

and teaching freshman English at Norfolk State University in Virginia. For 22 years, she 

has been an educational consultant, leading workshops in media literacy, block scheduling, 

assessment, vertical teaming, and teaching strategies. She has been a teacher trainer in 

portfolio assessment for the Massachusetts Department of Education and a consultant for 

the College Board. For three years, Mary Ellen served as a member of the Steering Committee 

for the AP National Conference. She also has served on the committee for writing 

leader notes for the College Board manuals. Mary Ellen has facilitated AP English Literature 

and English Vertical Teaming Summer Institutes in Massachusetts, Maine, Vermont, Hawaii, 

California, Tennessee, Utah, and Washington. She also was an invited presenter at EARCOS, 

in Kuala Lampur, and at the Tri-Association of American Schools of Central America, in 

Santo Domingo. 

Jim Bohan 

Jim Bohan is a retired assessment specialist and a member of the core team of the 

Pennsylvania Value-added Assessment System. He was also chair of the core team of the 

Pennsylvania Standards-Aligned System in Mathematics. A veteran of 38 years of high 

school mathematics teaching and a K-12 mathematics coordinator in two school systems, 

Jim continues to be an adjunct instructor of mathematics and statistics at several colleges 

and universities in Illinois and in his present home of Pennsylvania. He is a consultant to the 

College Board for AP Calculus and AP Statistics and has served as a reader for both calculus 

and statistics and as a statistics table leader. In addition, he has served on the AP Statistics 

Test Development Committee. He continues to be a frequent presenter at National Council 

of Teachers of Mathematics and National Council of Supervisors of Mathematics annual 

meetings. Jim has published numerous manuscripts dealing with issues of mathematics 

and statistics education, data-informed decision making, assessment, and other topics. In 

addition, he has published his syllabus in the AP Statistics Teachers’ Guide, an AP Statistics 

Review through Amsco School Publishing and the Mathematics Chapter for the Association 

for Supervision and Curriculum Development (ASCD) Curriculum Handbook. Jim has earned 

an M.A. in mathematics from Loyola University in Chicago, and M.S. in applied statistics at 

Villanova University in Philadelphia, PA. He has completed a doctoral program in educational 

leadership from Immaculata University, PA. 

Thomas Carroll 

Tom Carroll has taught AP Biology for 25 years. He currently is science department chair at 

the St. Alban’s School for Boys, located on the grounds of the National Cathedral in Washington, 

DC. Tom has been an AP reader for 10 years and has presented numerous one-day 

and week-long AP institutes throughout the Northeast and Mid-Atlantic regions. He has 

been teaching the AP Biology course for the Goucher AP Summer Institute since 2004. In 

2000, he received the Siemens Award for Advanced Placement. 

Donald Connor 

Donald Connor has taught AP Latin courses since 1971, the last 29 at Trinity School in New 

York City. He has been an AP consultant since the mid-80’s, giving one-day and extended 

workshops in the greater New York area and in other parts of the country as well. He has 

been an AP reader since 1991, with an occasional break, and also has served on the Test 

Development Committee from 2000 to 2004. Donald has been head of the classics department 

at Trinity since 1984, is currently vice president of the American Classical League, has 

served as a regional representative for the Classical Association of the Atlantic States, and 

has been vice president of the New York Classical Club. He graduated from Fordham University 

and earned graduate degrees at Yale. 

Bruce Damasio 

Bruce Damasio has been a reader for the AP Economics exam from 1989 to 2009 and 

conducts numerous training sessions for teachers across the mid-Atlantic region and nation. 

He had taught for 28 years at Liberty High School in Maryland and was the social studies 

department chair for 25 of those years. Bruce currently is the past president of GATE, an 

organization for economics teachers worldwide, and is a two-time board member of the 

National Council for the Social Studies, as well as a past president of the Maryland Council 

for the Social Studies. Since 1991, Bruce has worked with the Maryland Council for Economic 

Education as a teacher trainer and is currently teaching at Towson University in the M.A.T. 

program and with social studies methods classes. 

Rita Davis 

Rita Davis teaches AP French Language and Culture at the Agnes Irwin School in Rosemont, 

Pennsylvania, and has taught middle and upper school French for the last 30 years She 

was born in Clermont Ferrand, France. Rita serves as a consultant to the College Board and 

presents workshops for new and experienced teachers of AP French after starting as an AP 

reader in 1991. She is currently an AP French Language and Culture Grader. Rita has written 

one of the AP French Language course outlines that is included in the 2008 AP Professional 

Development guide. She is currently co-president of the Philadelphia chapter of the American 

Association of Teachers of French (AATF). 

Alan Feldman 

Alan Feldman is a teacher of AP Psychology and high school psychology, history, and mathematics 

at Glen Rock High School in Glen Rock, New Jersey. Since 1993, Alan has taught 

dozens of one-day and week-long AP Psychology workshops for the College Board. He 

also has instructed or co-instructed teaching of psychology workshops at the University of 

Northern Kentucky, Fordham, Stanford, Texas A&M, Rutgers, and other universities. Formerly 

an adjunct professor of psychology at Middlesex County College, Alan currently is an adjunct 

professor at Bergen Community County College. He has been an AP reader continuously 

since the exam’s inception in 1992 and a table leader since 2003. He was a member of AP 

Psychology Test Development Committee (2001-05) and a recipient of the Moffet Teaching 

Award for high school psychology in 1994 and the Princeton University Distinguished 

Secondary Teaching Award in 2003. He has a graduate degree in psychology from Teachers 

College, Columbia University. 


Faculty | 23 |

Vernon “Ted” Gott 

Ted Gott is a certified AP consultant with experience conducting Pre-AP and AP Calculus 

workshops for the College Board and an AP Calculus reader. He has been teaching all levels 

of math at Southern High School in Harwood, Maryland, for 41 years, serves as the chair of 

the math department, and teaches AP Calculus BC. Ted has been a College Board consultant 

for eight years, delivering workshops and summer institutes in all areas of Pre-AP Math 

and Vertical Teams around the country, including the College Board Annual Conference. He 

has a B.A. in mathematics from Washington College. 

Reg Hahne 

Starting his teaching career in Australia, Reg Hahne immigrated to America and continued 

his teaching career in the Howard County Public School System in Maryland. He is now at 

Reservoir High School, where he is the Instructional Team Leader for the Science, Technology, 

Engineering and Math (STEM) cluster. With 35 years as a classroom teacher, Reg’s experience 

covers the gamut of instructional levels and disciplines, from kindergarten through 

college. Reg has been an AP reader and College Board consultant for over a decade. He also 

was a member of the AP Development Committee from 2002 to 2006. 

Geraldine Hastings 

Geri Hastings has been a high school social studies teacher in Baltimore County, Maryland, 

since 1974, an AP U.S. History teacher since 1983, and chair of the social studies department 

at Catonsville High School since 1998. The National Council for the Social Studies named her 

Outstanding Secondary Social Studies Teacher of the Year for 2003-04, and the Daughters 

of the American Revolution named her Outstanding National U.S. History Teacher of the 

Year for 2004-05. Ms. Hastings has taught an AP U.S. History Summer Institute since 1995 

at Goucher College and has conducted summer institutes at Wilkes University in Pennsylvania; 

the University of the Virgin Islands, St. Croix; Bellevue, Washington; and Texas Christian 

University. In addition, she is a question leader for the AP U.S. History exam grading and a 

workshop consultant for a number of College Board programs, including AP U.S. History, 

Social Studies Vertical Teams, and SOAPSTONE. She is a member of the AP U.S. History 

Curriculum Development and Assessment Committee working on the new AP curriculum to 

be implemented during the 2014-15 academic year. Geri also serves as a steering committee 

member for the AP National Conference, to be held in summer 2012 at Disney World. 

John Hnatow Jr. 

John Hnatow retired from public school teaching in 2008 after teaching chemistry for 36 

years at Emmaus High School in the East Penn School District in Emmaus, PA, where he 

was also chairperson of the science department. John is a Chemistry and Pre-AP Science 

education instructor for APSI programs at Goucher College and the Lewes Institute. In 

addition, he is an experienced AP Chemistry and Pre-AP Science consultant, a chemistry 

workshop leader, and an AP exam reader, a table and question leader, and he has served 

on the Chemistry Development Committee. John is co-chair of the AP Chemistry Redesign 

Committee, a member of the AP Chemistry Redesign Curriculum Development Committee, 

and is a member of the College Board’s Science Academic Advisory Committee. John is 

a mentor teacher for New Orleans’ public and charter schools, and he presents Saturday 

sessions for the REACH program in New York City. He is a Dreyfus Master Teacher and was 

team leader of the WWNFF CHEM4 Chemistry team, with whom he presented over 27 weeklong 

TORCH institutes for chemistry teachers throughout the country. John has presented 

numerous technology workshops throughout the nation, including TI calculator and CBL, 

LabPro, LabQuest, Hypercard, Graphical Analysis, Concept Mapping, and multimedia 

workshops for science teachers. He has presented numerous topics at American Chemical 

Society (ACS) meetings, chemistry education conferences, and demonstrated in the Flinnsponsored, 

“An Incredible Evening of Chemistry,” at National Science Teachers Association 

(NSTA) meeting in Boston. Several notable national awards include the 2004 Discovery 

Center Science Teacher Hall of Fame Inductee, 1996 Chemical Manufacturer’s Association 

(CMA) Catalyst Award, the 1995 Tandy Technology Scholars Award, and the 1987 Presidential 

Award for Excellence in Science Teaching. 

Kevin Howard 

Kevin Howard has taught English for 22 years in Fairfax County, Virginia. Over the past 10 

years, he has presented College Board seminars on teaching the AP Language and AP 

English Literature courses, analytical reading strategies, and pre-AP English curriculum and 

development. He has also been a reader for the AP English Language and Composition 

exam. Recently, Kevin has worked as part of the REACH and VASS programs, which attempt 

to bring the rich AP English curriculum to urban and rural high schools. Additionally, he 

was selected to present a one-day AP English Language workshop at the 2009 National AP 

convention. 

Yu Bong Ko 

Yu Bong Ko teaches AP Art History at Tappan Zee High School in New York and is a lecturer 

in art history at Dominican College in Blauvelt, New York. As a presenter and session leader 

at College Board-endorsed AP Teacher Conferences and Summer Institutes since 1995, 

his travels have taken him to schools, colleges and museums where he has worked with 

hundreds of teachers from coast to coast. Yu Bong continues to read AP examinations and 

has served, since 1994, as reader and as a table and a question leader. Currently, he serves 

on the College Board’s AP Art History Curriculum Review Committee as well as on the Test 

Development Committee as its co-chair, where he was also served as a committee member 

between 1994 through 1998. A former College Board advisor to AP Art History Content and 

Professional Development, Yu Bong has contributed to two curriculum modules publications 

for teachers on thematic and cross-cultural approaches to teaching AP Art History. He is a 

graduate of Brown and Columbia Universities, where he studied painting, art history and art 

education. 

Ane Lintvedt 

Ane Lintvedt has taught European and world history at the McDonogh School in suburban 

Baltimore for over 20 years, and is currently the department chair. She has scored both the 

AP European and World History exams, and has been with the World History AP exam reading 

as a table and question leader since its inception. She served on the Test Development 

Committee for the SAT II in World History and on the College Board AP World Redesign 

Commission. Ane has written instructor’s guides and student guides for several of the texts 

used in AP World History and has written many articles and papers on world history topics 

and pedagogy. Ane is currently the secretary of the World History Association. She has 

| 24 | Goucher College AP ® Summer Institute Faculty | 25 |

presented papers at conferences of the World History Association, the National Council for 

the Social Studies, and the American Historical Association. Currently, she is on the board of 

directors of World History Connected: An E-journal of Teaching and Learning. 

Robert Young McMahan 

Robert Young McMahan is professor of music and coordinator of music theory and composition 

studies, as well as the accordion major, at the College of New Jersey. A graduate 

of the Peabody Institute of Music (BM, MM, DMA) and St. John’s College (MA), he taught for 

many years at the Peabody Preparatory School, Towson University, Essex Community College, 

and other institutions in the Baltimore area. He is an award-winning composer, noted 

and recorded classical accordionist, and published music researcher. He has served as an 

AP reader and question leader for the AP Music Theory exam since 1997 and has provided 

numerous AP Music Theory high school consultancies in Maryland, Delaware, New Jersey, 

Pennsylvania, and Virginia. 

Rafael Moyano 

Rafael Moyano teaches at the Berkeley Carroll School in Brooklyn, New York. He is an 18- 

year veteran reader of the AP Spanish Language exam, having served as a reader, table 

leader, and, for the past six years, question leader for the College Board’s AP Spanish exams. 

He is a graduate of SUNY College at Oneonta and received his M.A. in Spanish Literature 

from the University of California at Davis. For the past 15 years, Rafael has taught AP Spanish 

Language and Literature courses for secondary school teachers through the Summer 

Institute at the Taft Educational Center. Rafael also has served as a consultant and editor of 

several widely-used Spanish Pre-AP and AP textbooks. He is currently an active member of 

the Curriculum Development and Assessment Committee for the new AP Spanish Literature 

and Culture exam. 

Barbara Murphy 

Barbara L. Murphy taught AP English Language and other college-level courses at Jericho 

High School for over 23 years. She has been a reader of the AP English Language and 

Composition exam since 1993 and is an AP consultant for AP English Language and Composition. 

Barbara is also a consultant for the College Board for their Pre-AP programs and is 

currently a member of the faculty for Syracuse University’s Project Advance in English. She 

is co-author of four books published by McGraw-Hill: 5 Steps to a 5: The AP Language and 

Composition Exam, 5 Steps to a 5: The AP Literature Exam, Writing the AP English Essay: A 

Personal Trainer for the AP English Student, and Writing an Outstanding College Application 

Essay. Two new skills workbooks are planned for a Fall 2012 publication date. After earning 

her B.A. from Duquesne University and M.A. from the University of Pittsburgh, Barbara did 

her doctoral course work at Columbia University. She also holds professional certifications in 

still photography and motion picture production and is one of the founding members of the 

women’s film company, Ishtar Films. 


Frazier O’Leary currently teaches AP English Literature at Cardozo High School in Washington, 

D.C., and has taught English in the District of Columbia Public Schools for 41 years. He 

also is an assistant professor of English at the University of the District of Columbia. Frazier 

is an AP reader in literature and a consultant for the College Board in English Language and 

Literature. 

Raúl Rodríguez 

A professor of Spanish language and culture at Manhattan College, and for many years an 

AP Spanish and history teacher, Raúl Rodríguez has served as instructor of AP Summer 

Institutes at Goucher College, Stanford University, Manhattan College, and LaSalle University. 

He has been an AP Spanish exam leader and a World Languages Committee Chair. In addition, 

he has been a test developer, evaluator, and consultant for the College Board, Educational 

Testing Service, New York Education Department, and independent programs. Raúl is 

coauthor of the College Board’s Pre-AP Spanish Language Manual and other publications. 

He currently serves as curriculum specialist in Spanish Literature, Language, and Culture. 

Maria Schmidt 

Maria Schmidt was the supervisor of social studies K-12 in the Westfield Public Schools in 

Westfield, New Jersey. She began teaching social studies there in 1972 and authored the curriculum 

and initiated the high school law-related education program and AP United States 

Government and Politics course. She is an attorney and former adjunct professor of education 

at Seton Hall University. Dr. Schmidt has served as a reader, table leader, and question 

leader at the annual scoring of the AP Government and Politics examination and currently 

serves as a consultant for the College Board, leading AP workshops and summer institutes 

throughout the United States. She authored the 1993 edition of the Teacher’s Guide for 

Courses in AP United States Government and Politics, and in 2002 and 2005 edited the 

fourth and fifth editions of Multiple-Choice and Free-Response Questions in Preparation for 

the AP United States Government and Politics Examination and the accompanying teacher’s 

manual. In 2006, she worked with Congressional Quarterly Press in developing AP U.S. 

Government and Politics teaching material ancillaries for use with Congressional Quarterly 

Press U.S. Government textbooks. 

Anne Soos 

Anne Soos is currently head of the Upper School at Stuart Country Day School of the 

Sacred Heart in Princeton, New Jersey. In addition to her administrative duties, she teaches 

one section of AP Environmental Science and other science classes as time allows. She has 

taught biology and chemistry at both the introductory and AP levels, has taught AP Environmental 

Science since the program was introduced in 1998, and has been an AP grader in 

both biology and environmental science. She also has taught summer institutes at Rensselaerville, 

New York, and Lewes, Delaware. Anne is an AP consultant in both Environmental 

Science and Biology. 

Joann Winkler 

A native of Illinois, Joann Winkler is a graduate of Northern Illinois University (B.S. in Education), 

and Northeast Missouri State University (M.A.), with continued studies at the following: 

Carleton College, Colorado Institute of Art, Drake University, Maryland Institute of Art, Rhode 

Island School of Design, Salzburg College, and the School of the Art Institute of Chicago. 

Among her honors are inclusion as a past fellow with the Japan Fulbright Memorial Fund 

program, Who’s Who in America, Master Mentor Teacher, and Gold Key winner. In November 

2004, Joann was recognized as a World of Difference Instructor at Clinton High in Clinton, 

| 26 | Goucher College AP ® Summer Institute Faculty | 27 |

Iowa, an honor bestowed by fellow staff members. Joann has taught AP Studio Art for over 

15 years, as well as introduction to 2D, drawing, painting, printmaking, and sculpture classes. 

She has served as a College Board reader for AP Studio Art for the past six years, and as 

a table leader during the 2004 and 2006 readings. Over the last ten years, Joann has 

been a frequent presenter of one-day AP Studio Art Workshops for the College Board and 

five-day summer institutes throughout the country, including Columbia College’s National 

AP Summer Institute for the Arts (2004 and 2005). Joann has presented one-day Studio 

Art workshops at AP National Conferences (Chicago, Los Angeles) as well as sessions on AP 

Studio Art at a number of National Art Education Association conventions (Denver, Chicago, 

Boston, New York). Additionally, she contributes to apcentral.collegeboard.com and has 

written lessons including student work for The AP Vertical Teams Guide for Studio Art and 

AP Studio Art Special Focus: Breadth in the AP Portfolios. 

Pamela Wolfe 

Pamela Wolfe has taught AP European History for 24 years and AP Human Geography since 

it was introduced in 2001. She is currently the social studies department chair at the Yeshiva 

of Greater Washington in Silver Spring, Maryland. A consultant for the College Board for 17 

years and scorer for the past 15 years, Pamela has led AP summer institutes at Penn State 

University, Rutgers University, the College of William and Mary, Chicago State University, and 

the University of South Florida. She has been a table leader and sample selector at the AP 

European History reading and was on the AP European History Test Development Committee 

from 2007 to 2011. 

General Information 

Patricia Zober 

Patricia J. Zober has over 35 years of experience teaching Advanced Placement Physics at 

Ringgold High School in Monongahela, Pennsylvania. In addition to her teaching duties, she 

is the district K-12 science curriculum coordinator. Patricia is an AP Physics consultant with 

the College Board, presents one-day, two-day, and week-long AP Physics workshops, was an 

AP Physics grader, and served as a member of the Selection Committee for the Pennsylvania 

Governor’s School in the Sciences at Carnegie Mellon University. In addition, she worked 

with the Governor’s School students with projects as well as half-life and neutron activation 

experiments. Patricia also presents workshops for vertical teams in science for the College 

Board. Patricia is a physics consultant to the Holt, Rinehart, and Winston Publishing Company; 

Prentice Hall; and Freeman; and has served on the PRAXIS Validation Committee for 

the State of Pennsylvania. Patricia has co-authored a series of physics web pages, a physics 

laboratory manual and an AP Physics B examination book to accompany both the College 

Physics, 7th and 8th ed., as well as the College Physics, 8th and 9th ed. by Serway, Vuille, and 

Faughn. 

| 28 | Goucher College AP ® Summer Institute

Registration and Fees 

AP Courses 

$1,250 (including $65 non-refundable registration fee) 

Registration cannot be accepted or space reserved until we receive your application 

form and total payment. Please register early. Class size is limited. 

Residency Option 

All AP Summer Institute participants have the option to reside on campus during the 

week of the institute. A limited number of new or recently-renovated, air-conditioned 

dorm rooms is available. 

Room and board includes Sunday dinner and breakfast and dinner Monday morning 

through breakfast Friday morning. (Lunches are included in the course fee.) The 

five-night fee is $425. 

Payments and Refunds 

Tuition and other fees can be paid by personal check, money order, Visa, American 

Express, or MasterCard. If you are paying by credit card, you may register online at 

www.goucher.edu/ap. 

Applicants may withdraw before their classes begin and receive a full refund minus 

a $65 processing charge. Cancellation of room and board will result in a $25 fee. Refunds 

are not given after 1 p.m. on the first day of class. The college charges a $25 fee 

for returned checks. If paying by check, the check should be made payable to Goucher 

College. All fees and registration forms should be mailed to the Welch Center for Graduate 

and Professional Studies, Goucher College, 1021 Dulaney Valley Road, Baltimore, 

MD 21204-2794. 

Location 

Goucher College, established in 1885, is an independent coeducational liberal arts and 

sciences college accredited by the Middle States Association of Colleges and Schools. 

The college is located in Towson, Maryland, about eight miles north of Baltimore and 

within a short driving distance of Washington, DC, Annapolis, and the Chesapeake Bay. 

The entrance to the campus is conveniently located on Dulaney Valley Road, one-half 

block south of Baltimore Beltway (I-695) Exit 27A. It is also easily reached via North 

Charles Street or York Road. 

The 287-acre wooded campus provides easy access to the cultural, social, and recreational 

resources of Baltimore, including the National Aquarium, the Inner Harbor, 

museums, theaters, and Oriole Park at Camden Yards, home of the Baltimore Orioles. 

The Welch Center for Graduate and Professional Studies is located in Van Meter Hall. 

Office hours of the center are Monday through Friday from 9 a.m. to 5 p.m. The phone 

number is 410-337-6200 or 800-697-4646. 

TOWSON 

Dulaney Valley Road 


Graduate Credit 

The AP Summer Institute at Goucher College grants three graduate credits for each 

course that a participant completes satisfactorily. Students must complete all written 

assignments and projects within two weeks of the last day of class. Participants have 

the option to audit each AP course. All tuition and fees remain the same. 

BALTIMORE COUNTY 

BALTIMORE CITY 

NORTH 

BALTIMORE 

Charles Street 

York Road 

MIDTOWN 

Baltimore 

Special Needs Accessibility 

DOWNTOWN 

If you have special needs (including dietary), please attach a written description of all 

needs to your registration form. This information is needed at least 10 business days 

prior to class. 

Contact Information 

Shelley Johnson 

Director of the Teachers’ Institute 


410.337.6200 or 800.697.4646 

shelley.johnson@goucher.edu 

www.goucher.edu/ap 

To Washington, DC 

Key Bridge 

| 30 | Goucher College AP ® Summer Institute General Information | 31 |

FAQs 

If I have specific questions about the class, 

what can I do? 

Please check out the course and instructor information on the website (www.goucher. 

edu/ap). If your questions are not answered after reading the course syllabus, please 

e-mail your instructor. 


Summer 2012 

First Name Last Name social Security Number 

Address 

street 

City state ZIP 

How do I know if I am registered? 

We will send you a confirmation prior to your course. If you have not received a confirmation, 

please call us at 1-800-697-4646 or e-mail us at center@goucher.edu. 

SchooL 

School Address 

street 

county/School District 

When do I have to decide if I want graduate credit? 

Graduate credit and certificate of attendance (audit) cost the same. You will decide by 

the Friday of your session if you want graduate credit. This requires the completion of 

assigned work, due within two weeks of the closing of your institute. 

I live far away. Can I leave for home early on Friday? 

We ask that you don’t. The College Board requires 30 class hours for graduate credit. 

Can I drive every day? 

If you are local, you can drive daily — parking is available. Otherwise, the campus is 

small enough to walk to classes and meals. If you’re flying in, you should plan to use 

Thurgood Marshall Baltimore-Washington Airport (BWI). The most economical way to 

reach our campus from the airport is the SuperShuttle (1-800-BLUEVAN). 

What should I expect if I stay on campus? 

If you stay on campus, you’ll have an air-conditioned, single-occupancy dorm room in 

a two- or four-bedroom suite with a shared bath. We’ll send you detailed information 

about the rooms when you register. 

What should I bring? 

Check your instructor’s syllabus. Most ask that you bring copies of a lesson plan to 

share. Laptops are not required for most classes, but many find them useful. If you are 

staying on campus, past participants suggest that you bring your own towels so that 

you have more than one set per week. 


Remove at perforation and return with payment. 

City state ZIP 

Home Phone cell Phone school Phone 

E-mail Address date of Birth Gender 

Course 

ED No. 

course Title 

ED No. 

course Title 

I am taking this course for 4 Credit 4 Audit (no credit) 

Amount Due 

4 $1,250 Tuition * 

4 $425 Room and board 

$ _________ Total amount due 

* includes $65 non-refundable registration fee 

PAYment Information 

4 Enclosed is a check or money order (made payable to Goucher College) 

If you are paying with a credit card, you may register online at www.goucher.edu/ap. 

Full payment must be submitted with the registration form. If paying by check, 

please make your check payable to Goucher College and mail it with this registration 

form to the Welch Center for Graduate and Professional Studies, Goucher College, 

1021 Dulaney Valley Road, Baltimore, MD 21204-2794.


AP ® Summer 

Institute 

Summer 2012 

www.goucher.edu/ap 

Welch Center for Graduate and 

Professional Studies 

1021 Dulaney Valley Road 

Baltimore, Maryland 21204-2794 

Nonprofit Org. 

U.S. Postage 

PAID 

Baltimore, MD 

Permit No. 805

AP® Summer InStItute - Goucher College

Create successful ePaper yourself

Delete template?

Save as template?