AP Seminar

ap seminar

AP Capstone is an innovative diploma program from the College Board that equips students with the independent research, collaborative teamwork, and communication skills that are increasingly valued by colleges and universities. AP Capstone is built on the foundations of two AP courses - AP Seminar and AP Research - and is designed to complement and enhance the in-depth, discipline-specific study experienced in other AP courses.

AP Seminar is foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real-world topics and issues by analyzing divergent perspectives. Using an inquiry framework, students practice reading and analyzing articles, research studies, and foundational, literary, and philosophical texts; listening to and viewing speeches, broadcasts, and personal accounts; and experiencing artistic works and performances. Students learn to synthesize information from multiple sources, develop their own perspectives in written essays, and design and deliver oral and visual presentations, both individually and as part of a team. Ultimately, the course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence-based arguments.

At the conclusion of the course in May, the students will be expected to take the AP End-of-Course Exam where a score of 3 or higher is preferred. The score of a 3 or higher could amount to earned college credit and will allow the student to take the research skills and interest to the AP Research course the following year.

Students who earn scores of 3 or higher in AP Seminar and AP Research AND on four additional AP exams of their choosing will receive the AP Capstone Diploma.

Students who earn scores of 3 or higher in AP Seminar and AP Research but not on four additional AP exams will receive the AP Seminar and Research Certificate.

Course Pacing and Expectations

Please note that I do understand this is a college course being taken by high school students; despite this fact, it is still a college level course, controlled at a college level pace, with college level expectations. It has been said that some AP courses are intelligence driven, while other AP courses are effort driven. If a student lacks either the aptitude or the motivation to complete this course at a college level, then it would be wise to not enroll in the course. Should the main focus of enrolling in this AP course be for the "GPA bump" to "look good on my transcripts," then past experiences dictate that the GPA will suffer due to the lack of preparation on the student's part; this, in turn, never looks acceptable to college/universities in the admission process. Grades entered into the grade book for this college level class will be held at the county-required minimum, so grades entered will count heavily to the overall success of the students; the grading period will not be filled with busy-work time-fillers to keep students busy and the grade inflated, but with academically rigorous AP exam preparing readings and activities. It will be the student's responsibility to ensure they complete required readings, participate in class discussions, and prepare for assessments.

Attendance

If previously informed, all tests, quizzes, projects, and assignments missed will be made up and turned in on the day returned. If not previously informed or assignment was given on day of absence, one additional day will be added for each day absent to have the assignment complete. All make-up work is the student's responsibility and should be completed in a reasonable time frame. Students choosing to “miss" class to go to the Choice Room for the period a project or an assignment is due is still required to turn the assignment in that day. In essence, make-up work is only for students who miss the school day...not the period. This is posted both in class and on this website, so it is the student's and parents' responsibility to know to avoid awkward conversations later.

"Late" / "Re-do" Assignments

If a student is in class and fails to complete an assignment or homework for any number of reasons, the grade entered will be a "0" and no late work will be accepted; work turned in due to an absence will follow the above policy. With quarterly reports, online grade books, and opportunities to communicate with me as the instructor, students and parents are responsible for their grade monitoring. It is important that when students are in class, they are attentive and complete all necessary assignments on time. I'll repeat this since some students have confusion in understanding this guideline...it does not mean that within the last two weeks before grades are due that a student comes to me asking to turn in "late" or "re-do" work from the 9-weeks grading period because now he or she wants a higher grade...there will be no freebies or bailouts at the last minute to inflate a grade. This is posted both in class and on this website, so it is the student's and parents' responsibility to know to avoid awkward conversations later.

Class Discussions / Additional Assignments

Much of the content of the course will be discussed in small and large class discussions where students will be required to frequently participate. Although discussions will be driven by questioning, students will also be expected to provide historical context, evolving concepts, as well as artist background. Projects and various other activities will be assigned throughout each nine-weeks; the content and value of these assignments will be given at my discretion. The student will be responsible for obtaining all materials for assigned projects on their own. All essays assigned will follow the essay writing guidelines handed out in class and will be the student’s responsibility to ensure all guidelines are met.

Supplies

-- Notebook - 2" hardcover 3-ring binder
-- Dividers w/ plastic tabs for notebook
-- Paper - college ruled loose sheets (NO WIDE RULED)
-- Pens - various pen colors for text annotation and editing (NO MARKERS)
-- Flash drive or access to Cloud Storage

-- One ream of copy paper (WHITE)

-- (Boxes of tissues are always appreciated)

** A note on supplies - I realize that not all students will have a phone or iPod with internet access; in these instances, I will ask students to work with others around them to make the most of the activity being conducted in class. I will attempt to incorporate cell phones as frequently as possible for hands-on discussion-based resources and activities. It is, though, the student's responsibility to only be on the phone when appropriated by me; should texting / streaming become a problem, then hopefully a quick contact with the parent will help change this behavior.

Schoology Site

AP Seminar Assessment Overview

Performance Task 1 (PT 1) 20%

Individual Research Report (IRR) 1200 words

Team Multimedia Presentation (TMP) 8-10 minutes

Oral Defense (One Question Per Member)

Performance Task 2 (PT 2) 35%

Individual Written Argument (IWA) 2000 words