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AP Capstone: Research 2016-2017YOUNG WOMEN’S COLLEGE PREPARATORY ACADEMYInstructor: Ms. S. Shields E-mail: sshields@Conference Times: TBDB Days 9:50-11:25Tutorial Times: Tues 3:30-4:30 TBDOverviewAP Research allows students to deeply explore an academic topic, problem, or issue of individual interest. Through this exploration, students design, plan, and conduct a year-long research based investigation to address a research question. In the AP Research course, students further their skills acquired in the AP Seminar course by understanding research methodology; employing ethical research practices; and accessing, analyzing, and synthesizing information as they address a research question. Students explore their skill development, document their processes, and curate the artifacts of the development of their scholarly work in a portfolio. The course culminates in an academic paper of approximately 4000–5000 words (accompanied by a performance or exhibition of product where applicable) and a presentation with an oral defense.Goals of AP Capstone Research course include:Engaging and challenging students through a scholarly, rigorous cross-discipline study of complex issues that sparks individual student curiosity ?Empowering students to join the conversation of other scholars in a selected field of discipline, contributing a new understanding to the area of studyCultivating higher-level critical and creative thinking skills by making connections between and among a variety of types of sources, gleaning a gap in information that begs further investigation, thus increasing the body of knowledge of a selected field of studyHoning the academic writing craft through the art of selecting, synthesizing, and embedding researched information with ethical academic integrityInculcating the collegiate-level skills of academia for a successful college and career futureInstilling a renewed love for learningExpected Student Learning OutcomesA natural culmination of the AP Capstone Program, the Capstone Research course is designed for the motivated student who possesses an intrinsic desire to expand a field of knowledge by considering multiple perspectives of scholars in a student-selected area of investigation, adding an additional dimension that contributes to the depth of understanding of a specific facet. Through a series of scaffolding units centered around the research process, students will analyze the credibility of arguments from a variety of types of sources about the same issue, discerning from those sources a new, but related, complex problem or issue, through which students will hone the art of divining and developing a targeted research question that drives the research process. ?Students will present their preliminary research in a research inquiry proposal for specific topic examination and approval.?Capstone students understand that the research process is not linear, but recursive, requiring students to think and re-think continually about their proposed research question and their selected research method, design, and approach to insure a cohesive alignment of the final academic paper of approximately 4,000-5,000 words (75% of the summative AP assessment). ?Students will reflect on all phases and components of the research process by creating and regularly updating a Process and Reflection Portfolio (PREP Journal). ?Students will present their research findings in a multimedia format and participate in an oral defense of their research (25% of the summative AP assessment).Valuing the efficacy of the AP Capstone Program, Capstone students enthusiastically showcase selected components of their various products for inquisitive visitors to peruse and question. The successful Capstone student possesses the necessary discipline for independent study and fully engages in all phases of product development, individually and in peer-review assessments, and adheres to all deadlines.Required Supplies: 2 Packs of Black Pens Only 1 Pack of highlighters1 One inch Binder1 Pack of dividers1 Folder with brads and pockets4 Packs of lose leaf paper2 Packs of index cards 4 packs of Post-its Course CurriculumCollege Board RequirementsSemester 1: Skills Development through Inquiry UnitsSemester 2: College Board AssessmentsBig Idea 1: Questions & ExploreUnit 1: Social Media Essentials of ResearchUnit 4: Collecting DataUnit 5: Academic PaperBig Idea 2: Understand & Analyze ArgumentsUnit 2: Representation Annotated Bibliography & Literature ReviewsUnit 6: Presentation & Oral DefenseBig Idea 4: Synthesize IdeasUnit 3: Research MethodsBig Idea 5: Team, Transform, & TransmitBig IdeaLearning ObjectiveQQuestion & ExploreLO 1.1A: Identifying and contextualizing a problem or issue.LO 1.2A: Retrieving, questioning, organizing, and using prior knowledge about a topic.LO 1.3A: Accessing information using effective strategies.LO 1.3B: Using technology to access and manage information.LO 1.3C: Evaluating the relevance and credibility of information from sources and data.LO 1.4A: Identifying alternatives for approaching a problem.UUnderstand & Analyze ArgumentsLO 2.1A: Employing appropriate reading strategies and reading critically for a specific purpose.LO 2.1B: Summarizing and explaining the main idea and the line of reasoning, and identifying supporting details of an argument, while avoiding generalizations and oversimplification.LO 2.2A: Identifying, explaining, and analyzing the logic and line of reasoning of an argument.LO 2.2B: Describing and analyzing the relevance and credibility of evidence used to support an argument, taking context into effect.LO 2.2C: Evaluating the validity of an argument.LO 2.3A: Connecting an argument to broader issues by examining the implications of the author’s claim.LO 2.3B: Evaluating potential resolutions, conclusions, or solutions to problems or issues.EEvaluate Multiple PerspectivesLO 3.1A: Identifying and interpreting multiple perspectives on or arguments about an issue.LO 3.2A: Evaluating objections, implications, and limitations of an alternate, opposing, or competing perspective or argument.SSynthesize IdeasLO 4.1A: Formulating a complex and well-reasoned argumentLO 4.2A: Interpreting, using, and synthesizing qualitative and/or quantitative data/information from various perspectives and sources (e.g., primary, secondary, print, nonprint) to develop and support an argument.LO 4.2B: Providing insightful and cogent commentary that links evidence with claims.LO 4.2C: Attributing knowledge and ideas accurately and ethically, using an appropriate citation style.TTeam, Transform, TransmitLO 4.2A: Formulating a complex and well-reasoned argument.LO 4.2A: Interpreting, using, and synthesizing.LO 5.1A: Working both as an individual and with a team to plan, produce, and present a cohesive argument, considering audience, context, and purpose, and using appropriate media (e.g., e3ssay, poster, presentation, documentary, research report/thesis).LO 5.1B: Communicating an argument in an evidence-based written essay adhering to established conventions of grammar usage, style, and mechanics to address complex, open-ended problems.LO 5.1C: Communicating an argument in an engaging oral presentation using appropriate media, incorporating effective techniques of design and delivery. LO 5.2A: Providing individual contributions to overall collaborative effort.LO 5.2B: Fostering constructive team climate, resolving conflicts, and facilitating the contributions of all team members to address complex, open-ended problems.LO 5.3A: Reflecting on and revising their own writing, thinking, and/or processes.LO 5.3B: Reflecting on personal contribution to overall collaborative effortAP Research College Board Grading System:AP Research summative assessment is based solely on the Academic paper (75%) and the Presentation and Oral Defense (25%). This score will not factor into the student’s grade for local credit through Houston ponentWeightScoringAcademic Paper Task OverviewStudents will be assessed by their original Academic Paper. The academic paper is approximately 4,000- 5,000 words which will be a culmination of the year long process. 75% of scoreTeacher scored; College Board validatedPresentation and Oral Defense(15-20) with follow-up questions25% of ScorePanel scoredGrading Policy Research Product Items: 30%PREP Portfolio 35%Homework: 15 %Meetings/Participation: 20%AP Capstone Plagiarism Policy as Defined by College Board:A student who fails to acknowledge (i.e., through citation, through attribution, by reference, and/or through acknowledgement in a bibliographic entry) the source or author of any and all information or evidence taken from the work of someone else will receive a score of zero on that particular component of the AP Seminar and/or AP Research Performance Task Assessment. In AP Seminar, a team of students that fails to properly acknowledge sources or authors on the Written Team Report will receive a group score of 0 for that component of the Team Project and Presentation. To the best of their ability, teachers will ensure that students understand ethical use and acknowledgement of the ideas and work of others, as well as the consequences of plagiarism. The student’s individual voice should be clearly evident, and the ideas of others must be acknowledged, attributed, and/or cited. AP Capstone Research Curriculum Content MapUnit 1: Social Media Essentials of Research Unit Focus:Method, Process or Approach Results, Product or FindingsDiscussion, Analysis and EvaluationConclusion and Future Direction BibliographyLearning Objectives/ Enduring Understandings/Essential Knowledge: L.O. 1.1A; 1.1B; 1.1E; 1.3A; 1.3B; 1.4A E.U.1.1; 1.2; 1.3 E.K. 1.1A1; 1.1B1;1.1D2; 1.1E; 1.3A1.3B3;1.4B2;1.4C3; 1.4D1; 1.4D3Activities:Students will learn course expectationsStudents will create and share PREP journal with Shields Students will learn and follow Mentor Protocol Students will choose topic/issue to carry out preliminary research Students will develop an annotated bibliography Students will finalize their research questions and proposalsAssessments:PREP Portfolio ReflectionsMini Presentation Preliminary Inquiry Proposals Assess sample Research PapersWriting/ Research ConferencesResources:Palmquist, Mike. Ted Talk: “How Social Media Can Make History”, Clay Shirky “In Twitter We Trust-Can Social Media Sway Voters?”, NPR“Is Social Media enlarging or stifling democracy”, Cynthia M. Allen “The Young Turks App and YouTubeRichard Princ’s Instagram Installation Emojinalart Tumblr Lorde Sound Cloud#occupywallstreet, #bringbackourgirls, #blacklivesmatterTwitter Playbook for GovernmentStudents will find additional resources to practice locating resources and evaluating the validity of resources.The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’sChaffee, John. Critical Thinking, Thoughtful Writing (6th ed.). Stamford: Cengage Learning Documentation Styles. (2015) Columbia College. , Diana and Sommers, Nancy. A Writer’s Reference (7th ed.). Boston: Bedford/St. Martin’s Graff, G., & Berkenstein, C. (2007). They say, I say: The moves that matter in academic writing. New York: W.W. Norton and Company. Unit 2: RepresentationAnnotated Bibliography and Literature ReviewsUnits Focus:Collating Sources Purposes of Literature ReviewComposing Literature ReviewsFunction and Format of Annotated BibliographySelecting Appropriate Research MethodLearning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as L.O. 1.3A; 1.4B; 1.1D; 5.1F; 1.4C E.U. 1.4; 2.1; 2.2;4.1; 4.3 E.K. 1.3A6; 1.3A7; 1.4B1; 1.4B5; 1.4B7; 1.4C3Activities:Discuss potential theme and its relevance to students’ lives.Assessments:Finalized Research QuestionAnnotated Bibliography Literature Review PREP Portfolio ReflectionsResources: Leedy, P.D.; & Ormrod, J.E. (2010). Practical research: Planning and design (10th ed.).Leviathan, ThoConducting Research. (2016) Purdue University Online Writing Lab. Reviews. (2016) University of North Carolina at Chapel Hill Writing Center. 3: DemocracyResearch MethodsUnit Focus:Inquiry Planning Progress MonitoringResearch Consulting Ethical Issues in ResearchLearning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as L.O. 1.4D E.U. 1.4; E.K. 1.4D1; 1.4D2; 1.4D3Activities:Progress and Reflection InterviewsPREP journaling Draft of proposal Assessments:Writing/Research ConferencesPREP Portfolio Resources: Palmquist, Mike. The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’sChaffee, John. Critical Thinking, Thoughtful Writing (6th ed.). Stamford: Cengage Learning Leedy, P.D.; & Ormrod, J.E. (2010). Practical research: Planning and design (10th ed.).“The Origins of Democracy”, Top Documentary Films“Is ‘True’ Democracy Impossible Under Capitalism, C. Galloway Green“The Core Documents of Our Democracy”, U.S. Government Publishing OfficeTed Talk: “How the Internet Will (One Day) Transform Government,” Clay Shirky Ted Talk: “How to Upgrade Democracy for the Internet Era”, Pia Mancini The Constitution of the United States of America Selections from American Republic: Primary Sources, Bruce Frohnen “Democracy: A Timeline”, BBCNews “The Preamble”, Schoolhouse Rock “No More Kings”, SchoTHE SECOND SEMESTER WILL BE DEDICATED TO THE COLLEGE BOARD ASSESSMENTS.Unit 4: DemocracyCollecting Data Unit Focus: Literature ReviewOriginal Work (interviews, surveys, products or performances)Time Management Collaborative Process of ResearchLearning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as L.O. 2.2C; 3.2A; 4.1B; 4.2A E.U. 3.2; 4.1; 4.2;4.3;4.4A; 5.3 E.K. 2.2C2; 2.2C3; 2.2D1; 4.1B1; 4.2A1; 4.3A1; 4.3A3; 4.3A4; 5.3A1; 5.3A3; 5.3A4Activities:Draft Literature Review and Methodology portions of paperCompleting original workData Collection Composition Assessments:Elevator SpeechPeer Review Proposal/ IRB SubmissionResources: Student Resources. Student Peer Review Project (2016) University of Melbourne. Palmquist, Mike. The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’sHacker, Diana and Sommers, Nancy. A Writer’s Reference (7th ed.). Boston: Bedford/St. Martin’s “The Origins of Democracy”, Top Documentary Films“Is ‘True’ Democracy Impossible Under Capitalism, C. Galloway Green“The Core Documents of Our Democracy”, U.S. Government Publishing OfficeTed Talk: “How the Internet Will (One Day) Transform Government,” Clay Shirky Ted Talk: “How to Upgrade Democracy for the Internet Era”, Pia Mancini The Constitution of the United States of America Selections from American Republic: Primary Sources, Bruce Frohnen “Democracy: A Timeline”, BBCNews “The Preamble”, Schoolhouse RockUnit 5: DemocracyAcademic PaperUnit Focus:Editing and Revising Paper Peer-reviewChecking for misattribution/plagiarism Learning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as L.O. 5.1A[R]; 5.1B; 5.1C; 5.3A; 5.4A E.K. 5.1A1[R]; 5.1A2; 5.1B1; 5.1B2; 5.1B3; 5.1B4; 5.1C1; 5.1C2; 5.1D2; 5.1E2; 5.1E3; 5.1F2; Activities:Peer Revision and EditingWriting Conferences Review Originality Reports via TurnItInAssessments:Academic Paper approximately 4,000-5,000 words Resources: Palmquist, Mike. The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin’sChaffee, John. Critical Thinking, Thoughtful Writing (6th ed.). Stamford: Cengage Learning Documentation Styles. (2015) Columbia College. , Diana and Sommers, Nancy. A Writer’s Reference (7th ed.). Boston: Bedford/St. Martin’s Leedy, P.D.; & Ormrod, J.E. (2010). Practical research: Planning and design (10th ed.).Conducting Research. (2016) Purdue University Online Writing Lab. “The Origins of Democracy”, Top Documentary Films“Is ‘True’ Democracy Impossible Under Capitalism, C. Galloway Green“The Core Documents of Our Democracy”, U.S. Government Publishing OfficeTed Talk: “How the Internet Will (One Day) Transform Government,” Clay Shirky Ted Talk: “How to Upgrade Democracy for the Internet Era”, Pia Mancini The Constitution of the United States of America Selections from American Republic: Primary Sources, Bruce Frohnen “Democracy: A Timeline”, BBCNews “The Preamble”, Schoolhouse Rock Unit 6: DemocracyPresentation and Oral DefenseUnit Focus:Organize, Prepare presentationsCollaborate with peers Discussion with Seminar menteesLearning Objectives/ Enduring Understandings/Essential Knowledge: All prior objectives as well as L.O. 5.1 C; 5.1F; 5.3C; 5.4B; E.U. 5.3; 5.4; E.K. 5.3A3; 5.3A4; 5.3C1; 5.3C2; 5.4B1; 5.4B2Activities:Prepare presentation for other venuesPrepare for other AP Exams to qualify for AP Capstone DiplomaRevise for different audiences Submit to scholarly journals Assessments:Presentation (15-20 minutes) Oral Defense Seminar Presentation Resources: Delivery Presentation Power Point. Pandarepartee. (2016). Perfect Defense: The Oral Defense Presentation. (2010) Dr. Valerie Balester. “The Origins of Democracy”, Top Documentary Films“Is ‘True’ Democracy Impossible Under Capitalism, C. Galloway Green“The Core Documents of Our Democracy”, U.S. Government Publishing OfficeTed Talk: “How the Internet Will (One Day) Transform Government,” Clay Shirky Ted Talk: “How to Upgrade Democracy for the Internet Era”, Pia Mancini The Constitution of the United States of America Selections from American Republic: Primary Sources, Bruce Frohnen “Democracy: A Timeline”, BBCNews “The Preamble”, Schoolhouse Rock AP Research Outline CalendarMonthsIn ClassCulminating ActivitiesAugust 24-October 2Unit 1: Essentials of Research Social MediaPreliminary Inquiry Proposals Peer Review October 5- November 6Unit 2: Annotated Bibliography & Literature ReviewsRepresentationFinalize Inquiry Method choice and design Finalize and submit Proposals November 9-December 18Unit 3: Research Methods Democracy Progress InterviewsImplement Inquiry MethodJanuary 5-February 12Unit 4: Collecting Data Continue Progress InterviewsCurate PREP Portfolios February 15- April 1Unit 5: Academic Paper Write, proofread, peer review Academic PaperSubmit FinalApril 4- May 25Unit 6: Presentation & Oral Defense Prepare, Practice and Deliver Presentations with Oral DefenseTeacher Scoring and Uploading Present to Seminar studentsSubmit to scholarly journalsExpectations for Academic Success:Give your best effort every day. Seek knowledge and understanding, don’t wait for it to seek you. Respect and uplift your classmates. This is not a competition. It is a collaboration. Take chances and push yourself. Learn from your mistakes. Give solutions not excuses. Be open-minded and receptive. Remember your work is a reflection of you.Participation: It is important to remember AP Research is a college class. There is an expectations that all students act accordingly. Please do not interrupt others when they are talking, get up and walk around, or distract others during self-guided research times, or presentations. This class requires a significant amount of self-direction by the student, students are expected to play a primary role in their learning process, with Ms. Shields as a skill development guide through the research process. Students will be expected to be able to work independently and diligently to complete their goals. Participation Grades will be taken daily and students will be assessed using the following rubric. 13811255143500Assignments: Various assignments will be assigned throughout the course to check for understand and to help the student evaluate whether she has gained mastery in specific components of the research process. Meetings: In addition to Process Logs, students are expected to meet with the Ms. Shields, one to one, in an attempt to facilitate conversation regarding the student’s area of research. These meetings and conversations surrounding research are best conducted when the student has prepared information and is ready to discuss her project. A rubric for these meetings, as well as an evaluation of advancement between each meeting, will be used to determine the students’ grade for these meetings. 1638300000Late Work: No late work is accepted. Absences:In the event that a student is absent from class and it results in missing work/assignment, the student is expected to turn in the work the first day of her return to school. Absences that involve missing a due date require an approved “excused absence” for consideration for credit. If you are absent it is your responsibility to promptly gather the assignments that you missed. I will not remind you of missed assignments; you must take the initiative to find out what you missed. The assignments and lesson discussion are all available on the webpage. If you miss a test YOU must schedule a make-up on the day you return to campus. Please keep in mind that the format of the re-test is at the teacher’s discretion. It is your responsibility to reschedule your missed test on your first day returning to school. Any assignments not made up from an absence will result in a zero. Tests and projects are scheduled far enough in advance that absenteeism the day before a test will not allow for a postponement of your test or assignment due date. Retesting:Based on the nature of the products provided in AP Research, the opportunity for re-testing is minimal and will only be offered in the case of an in-class test but it cannot be done for AP scored Assessments or Final Exams. Extra CreditExtra Credit will NOT be given in this course. Students can however attend tutorials to improve upon their grade. For clarification in regards to these policies please see the YWCPA Handbook.Student Information SheetName: ________________________________________________________________________ Email: ________________________________________ Parent/Guardian Contact Information: Name(s):_____________________________________________________________________Phone: (_____) __________-________________ Best Time to Call: _______:______ (AM/PM)Email: ________________________________________Do you understand the policies set forth in the syllabus? _______ Parents and Students please sign below acknowledging the policies and expectations set forth in this syllabus. Student Signature: __________________________________________________________Date: Parent Signature: ___________________________________________________________Date: Note: Complete this form and give it to your instructor during the first two weeks of classes for your participation grade. ................
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