AP seminar course and exam description, effective fall 2020

AP Seminar Course and Exam Description, Effective Fall 2020 A P ® S em in ar C O URSE A N D EX A M D ESC RIPTIO N E ff ective Fall 2020 AP® Seminar COURSE AND EXAM DESCRIPTION Effective Fall 2020 INCL[.]

INCLUDES Curriculum framework Instructional section Assessment overview Student handouts AP Seminar ® COURSE AND EXAM DESCRIPTION Effective Fall 2020 IMPORTANT INFORMATION ABOUT AP SEMINAR: In order to offer AP Seminar, schools must apply through the AP Program to participate and teachers must attend required summer professional development See collegeboard.org/apcapstone for details Effective Fall 2020 THIS PAGE IS INTENTIONALLY LEFT BLANK AP Seminar ® COURSE AND EXAM DESCRIPTION Part of the AP Capstone™ Program Revised Edition Effective Fall 2020 AP COURSE AND EXAM DESCRIPTIONS ARE UPDATED PERIODICALLY Please visit AP Central (apcentral.collegeboard.org) to determine whether a more recent course and exam description is available AP Capstone Program About College Board College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity Founded in 1900, College Board was created to expand access to higher education Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education Each year, College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success—including the SAT® and the Advanced Placement® Program The organization also serves the education community through research and advocacy on behalf of students, educators, and schools For further information, visit collegeboard.org AP Equity and Access Policy College Board strongly encourages educators to make equitable access a guiding principle for their AP® programs by giving all willing and academically prepared students the opportunity to participate in AP We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented Schools should make every effort to ensure their AP classes reflect the diversity of their student population College Board also believes that all students should have access to academically challenging coursework before they enroll in AP classes, which can prepare them for AP success It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved Fourth Edition © 2020 College Board College Board, Advanced Placement, AP, AP Central, and the acorn logo are registered trademarks of College Board All other products and services may be trademarks of their respective owners Visit College Board on the web: collegeboard.org AP Capstone Program Contents v Preface vi Acknowledgments 1 1 2 About AP AP Course Development Enrolling Students: Equity and Access Offering AP Courses: The AP Course Audit How the AP Program Is Developed How AP Exams Are Scored Using and Interpreting AP Scores 4 5 AP Classroom, Digital Activation, and AP Digital Portfolio AP Classroom Digital Activation AP Digital Portfolio Digital Submission for AP Capstone About the AP Capstone™ Program Research Base The AP Capstone Diploma™ and AP Seminar and Research Certificate™ 8 9 10 AP Capstone Pedagogical Framework Overview of the Pedagogical Framework AP Capstone Reasoning Processes AP Seminar Course Transferable Skills and Proficiencies Making Connections within AP 11 AP Seminar Course Description 12 AP Seminar Curricular Requirements 13 13 14 17 20 21 24 AP Seminar Curriculum Framework Overview of the Curriculum Framework Big Idea 1: Question and Explore Big Idea 2: Understand and Analyze Big Idea 3: Evaluate Multiple Perspectives Big Idea 4: Synthesize Ideas Big Idea 5: Team, Transform, and Transmit 27 27 32 36 AP Seminar Instructional Approaches Organizing the Course Teaching the Skills AP Capstone™ Policy on Plagiarism and Falsification or Fabrication of Information 36 Bridging from the AP Seminar Course to the AP Research Course AP Seminar Course and Exam Description iii AP Capstone Program 37 37 40 41 AP Seminar Assessment Overview AP Seminar Performance Task 1: Team Project and Presentation Role of the Teacher in Performance Tasks AP Seminar Performance Task 2: Individual Research-Based Essay and Presentation 44 Role of the Teacher in Performance Tasks 45 AP Seminar End-of-Course Exam 46 Reproducibles for Students 47 AP Seminar Performance Task 1: Team Project and Presentation 52 AP Seminar Performance Task 2: Individual Research-Based Essay and Presentation 111 AP Seminar End-of-Course Exam 117 AP Capstone Tips for Students 118 AP Seminar Glossary 120 About the Appendixes 121 Appendix A: AP Seminar QUEST Framework 122 Appendix B: AP Seminar Timeline 123 Credits 124 Contact Us AP Seminar Course and Exam Description iv AP Capstone Program Preface This version of the AP Seminar Course and Exam Description is effective beginning in fall 2020 AP Seminar Course and Exam Description v Return to Table of Contents © 2020 College Board AP Capstone Program Acknowledgments College Board would like to acknowledge the following committee members, consultants, and reviewers for their assistance with and commitment to the development of this curriculum and assessment: Members of the AP Seminar Curriculum and Assessment Development Committee Teresa Reed, University of Tulsa, Tulsa, OK David Miller, Deerfield Academy, Deerfield, MA Maria Albano, Barbara Goleman Senior High School, Miami Lakes, FL Melvin Butler, University of Chicago, Chicago, IL Stephanie Carter, McCracken County High School, Paducah, KY Rita C F Davis, Hume-Fogg Academic Magnet High School, Nashville, TN Janet Eldred, University of Kentucky, Lexington, KY Ellen Woods, Stanford University, Stanford, CA Members of the AP Capstone Advisory Committee Rakesh Bhandari, University of California, Berkeley, CA Stephanie Carter, McCracken County High School, Paducah, KY Hui-Ching Chang, University of Illinois at Chicago, Chicago, IL Janet Eldred, University of Kentucky, Lexington, KY Alice Hearst, Smith College, Northampton, MA Luis Martínez-Fernández, University of Central Florida, Orlando, FL Teresa Reed, University of Tulsa, Tulsa, OK Susan Roth, Duke University, Durham, NC Nicole Wallack, Columbia University, New York, NY Ellen Woods, Stanford University, Stanford, CA AP Capstone Curriculum and Assessment Development Team Rachel Bettley, Senior Director, Capstone Curriculum and Assessment Development Serena Magrogan, Senior Director, AP Science Curriculum and Content Development Bianca Peart, Director, AP Capstone Program Rushi Sheth, Executive Director, AP Capstone Program SPECIAL THANKS Jill Kushner, Thomas Matts, Kristina Scholz, and John R Williamson AP Seminar Course and Exam Description vi Return to Table of Contents © 2020 College Board AP Capstone Program About AP College Board’s Advanced Placement® Program (AP®) enables willing and academically prepared students to pursue college-level studies—with the opportunity to earn college credit, advanced placement, or both—while still in high school Through AP courses in 38 subjects, each culminating in a challenging exam, students learn to think critically, construct solid arguments, and see many sides of an issue—skills that prepare them for college and beyond Taking AP courses demonstrates to college admission officers that students have sought the most challenging curriculum available to them, and research indicates that students who score a or higher on an AP Exam typically experience greater academic success in college and are more likely to earn a college degree than non-AP students Each AP teacher’s syllabus is evaluated and approved by faculty from some of the nation’s leading colleges and universities, and AP Exams are developed and scored by college faculty and experienced AP teachers Most four-year colleges and universities in the United States grant credit, advanced placement, or both on the basis of successful AP Exam scores; more than 3,300 institutions worldwide annually receive AP scores AP Course Development In an ongoing effort to maintain alignment with best practices in college-level learning, AP courses and exams emphasize challenging, research-based curricula aligned with higher education expectations Individual teachers are responsible for designing their own curriculum for AP courses, selecting appropriate college-level readings, assignments, and resources This course and exam description presents the content and skills that are assessed in the AP Seminar course Enrolling Students: Equity and Access College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate AP Seminar Course and Exam Description in AP We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved College Board also believes that all students should have access to academically challenging coursework before they enroll in AP classes, which can prepare them for AP success It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved Offering AP Courses: The AP Course Audit The AP Program unequivocally supports the principle that each school implements its own curriculum that will enable students to develop the understandings and skills described in the course framework The AP Program has a short list of curricular and resource requirements that must be fulfilled before a school can label a course “Advanced Placement” or “AP.” Schools wishing to offer AP courses must participate in the AP Course Audit, a process through which AP teachers’ course materials are reviewed by college faculty The AP Course Audit was created to provide teachers and administrators with clear guidelines on curricular and resource requirements for AP courses and to help colleges and universities validate courses marked “AP” on students’ transcripts This process ensures that AP teachers’ courses meet or exceed the curricular and resource expectations that college and secondary school faculty have established for collegelevel courses The AP Course Audit form is submitted by the AP teacher and the school principal (or designated administrator) to confirm awareness and understanding of the curricular and resource requirements A syllabus or course outline, detailing how course requirements are met, is submitted by the AP teacher for review by college faculty Please visit collegeboard.org/apcourseaudit for more information to support the preparation and submission of materials for the AP Course Audit Return to Table of Contents © 2020 College Board ... Us AP Seminar Course and Exam Description iv AP Capstone Program Preface This version of the AP Seminar Course and Exam Description is effective beginning in fall 2020 AP Seminar Course and Exam. .. details Effective Fall 2020 THIS PAGE IS INTENTIONALLY LEFT BLANK AP Seminar ® COURSE AND EXAM DESCRIPTION Part of the AP Capstone™ Program Revised Edition Effective Fall 2020 AP COURSE AND EXAM. .. 36 Bridging from the AP Seminar Course to the AP Research Course AP Seminar Course and Exam Description iii AP Capstone Program 37 37 40 41 AP Seminar Assessment Overview AP Seminar Performance