Scienceskillscenterhs.entest.org



AP Capstone Research SyllabusTeacher: Ms. RussellEmail: SRussell5@schools.Course Description: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.From the AP Research Course and Exam Description GuideGoals:The goals of the AP Capstone Research are:To engage and challenge students through the in-depth consideration of a student-selected research questionTo encourage and empower students to join the conversation of scholars in a selected field of studyTo cultivate higher-level creative and critical thinking skills by encouraging students to make connections between and among a variety of types of sourcesTo find and investigate a gap in information and to contribute to the research in the fieldTo practice and improve the craft of academic writing by selecting, synthesizing, and embedding researched information with academic integrityTo develop college-level skills for a successful college and career futureTo foster a love for learningThroughout the course, students will be able to successfully say and do: I can analyze topics through multiple lenses to construct meaning or gain understandingI can plan and conduct a study or investigationI can propose solutions to real-world problemsI can plan and produce communication in various formsI can collaborate to solve a problemI can integrate, synthesize, and make cross-curricular connections.Plagiarism Policy:LISD/FMHS Policy on Plagiarism:See Student Handbook for LISD/FMHS Policy on Academic Dishonesty.AP Capstone Policy on Plagiarism:A student who fails to acknowledge the source or author of any and all information or evidence taken from the work of someone else through citation, attribution or reference in the body of the work, or through a bibliographic entry, will receive a score of 0 in that particular component of the AP Seminar and/or AP Research Performance Assessment Task. In AP Seminar, a team of students that fails to properly acknowledge sources or authors on the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation.A student who incorporates falsified or fabricated information (e.g. evidence, data sources, and/or authors) will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Task. In AP Seminar, a team of students that incorporates falsified or fabricated information in the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation.Course & Instructional Resources:While there are no required texts for this course, the instructor will provide access to a wide variety of resource textbooks including:Booth, W.C. et al. The Craft of Research (3rd ed.). Chicago: University of Chicago Press, 2008.Christensen, L.B. et al. Research methods, design, and analysis (12th ed.) Boston: Pearson, 2014.Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves that Matter in Academic Writing. 2nd ed. New York: W.W. Norton & Co., 2010.Flick, U. Introducing Research Methodology: A Beginner’s Guide to Doing a Research Project. Los Angeles: Sage Publications, 2015.Knowles, J.G., & Cole, A.L. (2008). Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues. Los Angeles: Sage Publications., 2007.Leedy, Paul D., and Jeanne Ellis Ormrod. Practical Research: Planning and Design, 10th ed. Boston: Pearson, 2013.Palmquist, M. (2012). The Bedford Researcher (4th ed.). Boston, MA: Bedford/St. Martin’s.Turabian, Kate L., and Gregory G. Colomb. Student’s Guide to Writing College Papers. 4th ed. Chicago: The University of Chicago Press, 2010.AP Research Performance Task:Although the topic of each student’s research study will vary, students are required to plan and conduct a study or investigation. The course provides opportunities (activities/assignments) for students to understand principles of discipline-specific research methods (e.g., qualitative, quantitative, mixed) to develop, manage, and conduct an in-depth study or investigation in an area of interest to the student. This investigation should fill a gap in a current field of study. The final output of these efforts include:A 4,000-5,000 word Academic Paper (75% of the grade) that includes the following:Introduction: This section introduces and contextualizes the research question and initial student assumptions and/or hypotheses. Additionally it reviews previous work in the field to synthesize information and a range of perspectives related to the research question (e.g., literature review) to allow for the student to identify the gap in the current field of knowledge to be addressed.Method, Process, or Approach: This section explains and provides justification for the chosen method, process, or approach.Results, Products, or Findings: This section presents the findings, evidence, results, or product from the student’s work.Discussion, Analysis, and/or Evaluation: This section interprets the significance of the findings, results, or product and explores connections to the original research question while discussing the implications and limitations of the research or creative work.Conclusion and Future Directions: This section reflects on the process and how this project could impact the field while discussing the possible next steps and/or future directions.Bibliography: This section provides a complete list of sources cited and consulted in the appropriate disciplinary style.A 15-20 minute Presentation and Oral Defense (25% of the grade): The presentation may be accomplished in a variety of formats, as long as the presentation reflects the depth of research. Prior to this performance, the students whose academic paper was accompanied by an additional piece of scholarly work (e.g., performance, exhibit, etc.) will arrange for the teacher and panelists to view the scholarly work. The defense will include up to four questions from a panel consisting of the AP Research teacher and two additional members (chosen at the AP Research teacher’s discretion).TIMELINE***Unit 1 - 2 WeeksThe information in this unit will focus on “bridging” the AP Seminar course with the AP Research course, focusing on the differences between the two years. Students will revisit the core big ideas that operate as the Capstone framework and will read and discuss sample research papers in order to establish a target and/or an “end game” for their own work. Deadlines for final products will be established, the AP rubrics will be studied, course-specific terms will be defined, and by the end of the unit, students will give their first elevator pitch for their potential research topic.Materials:QUEST frameworkRubrics (Seminar vs. Research)NCUR sample papers“There is a problem” initiatorSticky note postersActivities:Defining and locating “a gap” in the research: Students will study the AP Research Rubric, identifying and defining new or unfamiliar terms such as methods, implications, limitations, etc. In addition they will conduct a close reading of an article and identify these concepts with in it. Conversations on what is meant by “gap” will help with formulating a narrow research question.Introduce PREP (Process and Reflection Portfolios): Students will receive samples and instructions on keeping and maintaining their PREP. PREP not only validates and marks the evolution of the research, it also allows students to show their knowledge gained from AP Seminar (i.e., multiple perspectives, synthesizing information, analyzing arguments, evaluating evidence, etc.). PREP entries will be made on a bi-weekly basis allowing for constant practice of the skills.Methods discussion and examples: Methods tables, definitions, explanations, and samples will be distributed to students.Impromptu speeches: Students will engage in regular practice of presentation, rhetorical, and argumentation skills in front of peers. Verbal “QUESTing” will be a focus throughout the length of the class.Students will practice writing annotated bibliographies: Three instructor-provided thesis statements will be used as the basis for constructing brief (three to five items) annotated bibliographies.Assessments:Close reading (QUEST) exercises with sample papers: Students will discover and disclose various elements of the QUEST process in other’s research.Applying rubric to sample papers: Same as above.Each student will select at least two papers that investigate an identical, or very similar, topic. The student will write a summary comparing how each paper approaches the topic (perspective) and how that perspective is related to the sources chosen as well as mode of presentation the paper employs.Assumptions activities: Students will engage in a story telling game that compares what is absolutely true with what “might be” or could be” true. This exercise will help students recognize that assumptions are made and allowed in research; however, recognizing assumptions and articulating them is essential.Evaluating, critiquing, and revising sample research questions: Using the “Transforming a Topic of Issue into a Problem Statement” activity from the AP Research training, students will begin to understand how to formulate a research question. Students will complete several of these guided thought practices eventually centering on a few of their favorites. Evaluation will be done individually, in small groups, and as a large group.“Elevator Pitch” Speech with poster: Students will prepare a three to five minute explanation or “elevator pitch” of their intended research question and process and present it to the class using a poster they have prepared.Unit 2 - 4 WeeksThis unit introduces discipline specific research methods and citation rules as students continue to refine their research topic and question. Students will begin the actual process of source mining and collecting initial literature on their topics. Expert advisors will be contacted and regularly scheduled work in progress (WIP) checks will take place. These WIP checks will happen in one-on-one conversation with the instructor or in a class-wide seminar discussion where students can get ideas and help from each other. By the end of this unit, students will have begun collecting data and/or information, composing annotated bibliographies, and submitting the final topic of inquiry proposal.Materials:Style guides (MLA, APA, etc.)Choosing a method tables 1-5IRB formInquiry Proposal FormSMARTER searches and PAARC (Purpose, Authority, Accuracy, Relevance, Currency) test handoutsSample Annotated bibliography formatActivities:Aligning inquiry and approach exercise(s): Using generic or pre-formulated sample questions, students will determine what type of approach, design, or method would yield the best results for such a research project. Students will be expected to apply the same critical eye to their own research question in order to determine the best approach or method.Ethical Research Practice: The instructor will lead a discussion of the general principles of ethical research practice. This will include a review of situations that require securing approval of an IRB. Students will then be presented with a variety of exemplar situations for which they will discuss whether IRB approval is required and/or whether proper attribution and citation have been used.Review sample inquiry proposals: Students will review and comment on sample inquiry proposals.Annotated Bibliography: Students will construct an annotated bibliography of at least four initial sources obtained in support of their research question. The annotations should particularly focus on methods and styles of presentation utilized to synthesize and display information. Students will prepare a brief (~ one page) reflection on the relative effectiveness of these methods and styles and their applicability to the student’s research question. These will then be shared for peer review with the class.Library time: Students will focus on how field of research will determine citation style. Librarians will help students make these determinations.Defining “scope, sequence, and feasibility”: Students will complete, evaluate, and eventually submit their final Inquiry Proposal Forms. Prior to final submission of the Inquiry Proposal Form, students will peer review each other’s proposals, and submit their form for a preliminary review by the instructor (feedback will be provided).Assessments:PREP (see explanation in Unit 1)Annotated bibliographies (included in PREPs)First WIP report: These replace the “elevator pitch” speech in Unit 1. Students will have three to five minutes to share their findings, struggles, intentions, & progress with peers in an informal presentation. PREP will provide the student with much of the information he/she will share. Peer feedback will be encouraged.Final Inquiry Proposal Form sheet is due on the due date set forth by the AP Capstone program. The Inquiry Proposal From will be reviewed and approved, or not approved, by the instructor.Unit 3 – 5 WeeksThis unit will focus on allowing students to meet with their expert advisors, put into practice the skills learned in Units 1 and 2, and continue to research, determine methods and alignment as well as narrow down resources to determine which items are truly useful to their paper and presentation. The students will also begin the early stages of composition. The only new material covered in this unit will be that of plagiarism policies and ethical guidelines in data collection. Materials:AP Capstone Policy on Plagiarism and Falsification or Fabrication of InformationCitation examplesActivities:Library Time: Students will use the resources available in the library and through the AP Digital Portfolio to broaden research options and to seek help from media specialists.Meet with expert advisors: Students will begin the process of regularly meeting with their expert advisors as needed. These meetings, discussions, and the ensuring progress will now be included in the PREP. (AP Research Instructor will have communicated with the teaching staff during the first quarter of the year to generate interest and names of those faculty members willing to help students.)Socratic Seminars: Although students are working almost exclusively on their own research papers at this point, it is essential to continue exercising their QUEST muscles. Weekly, students will read op-ed pieces or culturally relevant articles, watch political debates, report on items of importance in their fields of interest, etc., and will summarize main points/thesis, generate follow-up questions for clarification, connect information from at least one additional source, determine validity of both arguments and data, and predict future outcomes.Assessments:PREP (see above)WIP reports (see above)Peer reviews: Students will collaborate with each other on the early drafts of their work.Socratic Seminar (see above)Unit 4 - 12 WeeksThe final product is the focus of this unit. The writing or the composition of the research paper as well as the preparation and, eventually, the performance of the oral presentation and defense are the core elements of this unit. Students will work independently on their final products with insight and counsel from their instructor, their expert advisor, and their peers. Focus will be placed on the clear, concise, and effective communication of ideas and information both generated and validated by the students’ research.Materials:“They Say, I Say” templates (further explanation is below)Two-minute speech promptsOral defense questions: Students will respond to one question from teacher or audience after two-minute speech.Noodle tools, RefME app, EasyBibPro, and/or Zottero (useful citation tools): Focused work on bibliography, quote integration, and in-text citation rules.Graphic organizer for peer reviews.Activities:Socratic Seminar (see above)PREP (see above)WIP reports (see above)Presentation exercises and practice: Students will perform impromptu speeches and receive a visit from the school’s theatre director.Revising papers and finalizing presentations: The “They Say, I Say” template is a good exercise not only synthesizing information and understanding context and perspective, but also affords students some beneficial ways to avoid “plop” quoting their research or authors. Students will work on using introductory words and phrases in order to cleanly segue ideas or to transition from one point to the next in the papers.Final submission Activity: After submission of the final paper, and the final presentation and oral defense, students will give short five-minute presentations that summarize the relevance of their research and perceived natural extensions of their work for future development.Assessments:Peer reviews: Students will be partnered with a classmate who will provide a guided peer review of his/her partner’s research paper before the final draft is submitted. The AP Research rubric will be used to construct the tally sheet and guide the peer review process.PREPFinal paper (due April 7)Final presentation and oral defense (begin April 17)Unit 5 – 4 WeeksThis unit begins after the AP Research course requirements have been completed. Students will deliver the final copy of the PREP which will articulate moments of insight, challenge, and change experienced in the course, present their work and discuss the AP Research course with current AP Seminar students, and complete additional Advanced Placement exam to qualify for the AP Capstone Diploma.Materials:PREPStudy materials for AP examsActivities:PREP: due by May 15AP Research Presentations: to current Seminar studentsAssessments:PREP SummativeAP Research Presentations Summative***The district is on an accelerated block schedule. AP Research begins with the second nine weeks at the end of October and continues to the end of the school year in early June. The class meets 90 minutes each day. ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download