• AP Research 

     

    AP Research, the second course in the AP Capstone experience, allows students to deeply explore an academic topic, problem, issue, or idea of individual interest.  Students design, plan, and implement a yearlong investigation to address a research question.  Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology employing ethical research practices, and accessing, analyzing, and synthesizing information.  Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio.  The course culminates in an academic paper of 4,000-5,000 words (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral defense. 

    The research product will consist of:

    Ø  Introduction

    Ø  Method, Process, or Approach

    Ø  Discussion, Analysis, and/or evaluation

    Ø  Conclusion and future directions

    Ø  Bibliography

    The presentation product will consist of:

    Ø  Arranging for a view of additional scholarly work (where applicable)

    Ø  Delivery of presentation, using appropriate media, to discuss research process and findings

    Ø  Defend research design, approach, and findings

    The College Board AP Score of the student will be 75% based on the research paper, and 25% on the oral defense. No separate test is taken. Visit the College Board website for more insight into the objectives of this course: https://apstudent.collegeboard.org/apcourse/ap-research.

     

    Expectations:

    This is an AP course, which simply means it is not like a college class, it IS a college class.  There is an expectation that all students act accordingly.  It should go without saying that each person should treat others with dignity and respect.  Please do not interrupt others when they are talking, get up and walk around, chit-chat or distract others during self-guided research times, or use a cell phone (if present during ANY assessment it is an automatic zero).  This class requires a significant amount of self-direction by the student, a key component of this class is for the student to take a significant role in his/her learning process, with the teacher available to help with skill development through the research process.

     

    Late Policy:

    No late work is accepted.  In the event that a student is absent from class and it results in missing work/assignments, the student is expected to turn in the work the first day of his/her return to school.  If a student misses his/her class period, but is present at school on the due date of the assignment, he/she is expected to turn in the assignment that day.  Absences that involve missing a due date require an approved “excused absence” for consideration for credit. If there is an issue that is going to impact a due date, students must speak to me privately and in a timely manner.

     

    Main Selection of Texts (No textbook is assigned for this class):

    Christensen, L., and Johnson, R., and Turner, L. (2014).  Research Methods.  12th Edition.  Upper Saddle River: NJ Perason.

     

    Palmquist, M. (2015).  The Bedford Researcher. Boston: MA. Bedford/St. Martin’s publisher.

     

    Supplementary Books:

    Creswell, J. (2012).  Educational Research. 4th Edition.  Upper Saddle River: NJ. Pearson Publishing.

     

    Harris, R. (2011).  Using Sources Effectively. 3rd Edition. Glendale: CA.  Pyrczak Publishing.

     

    Leedy, P. and Ormrod, J. (2013).  Practical research: Planning and design. Upper Saddle River: NJ. Pearson Publishing.