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The 2022 APSI is completely online; all lectures will be telecast live via Zoom. The LMS systems we will use is Google Suite. Join us from the convenience, comfort, and safety of your home.

Typical Schedule Monday – Thursday

Morning session 1:  8:00 am – 10:00 am Synchronous (2hrs)
Morning break: 10:00 am
Morning session 2:  10:15 am – 12:00 am Synchronous (1.75 hrs )
Lunch: 12:00 pm – 12:30 pm ( 30 Minutes)
Afternoon session 1:  12:30 pm – 2:00 pm Synchronous (1.5 hrs )
Afternoon session 2:   2:00 pm – 4:00 pm Live Demonstrations of Labs / Asynchronous team work (2.5 hrs)

PWISTA Purchase College Advanced Placement Summer Institute Course Descriptions

In this session, participants will learn about the development and grading of the AP test, discuss and evaluate teaching resources, and experience several different kinds of lessons and student-centered experiences.

Participants will ultimately draft a comprehensive syllabus for a year-long AP Environmental Science course. Much of the week will be spent in the field and in the lab, so that participants leave with a multitude of hands-on activities meant to facilitate student learning and develop critical analysis and problem-solving abilities, fundamental skills necessary for this course.

Through designing experiments, engaging in inquiry-based activities, and collecting data in the field, students will understand how the process of science works. Hands-on activities rather than lecture are the focus, and workshop activities will focus on resources available in every community; cemeteries, power plants, fields, forests, ponds, and school campuses are all rich resources of inquiry-based projects. This course is appropriate for both new and experienced AP teachers.

This methodology course surveys the basic structure and content necessary for teaching an Advanced Placement Chemistry course. Chemistry topics such as various equilibrium, kinetics, and “how to” problem solving are presented. Class size, student selection, textbooks and labs are also addressed. Special attention is paid to teaching strategies, the AP exam and its grading.

Some lab experiments suitable for AP classes are incorporated into the course. Participants receive examples of past AP exams, appropriate tests, worksheets and lab experiments.

This institute will provide an opportunity for high school AP Chemistry teachers to observe significant teaching demonstrations, perform experimental procedures using computer interfaced equipment, and to review with presenters a variety of topics covered in AP Chemistry. Teachers will have the opportunity to discuss the methodology of converting typical cookbook labs into guided inquiry labs.

Participants will have the opportunity to perform several lab exercises that align with the College Board redesign. Best practices will be discussed.
Information about the requirements for the AP Chemistry Course Audit will be shared.

This is not your typical teacher training seminar.
Why not? We’re not going to just talk, we’re going to see and do things that will be immediately useful in your classroom.

  • We’re going to create and do experiments that you can use with or without modification.
  • We’re going to see proven, effective methods of helping students understand difficult content
  • You will get a gigabyte of files that can be used this fall in your classes.
    Techniques for Regents, honors, and conceptual physics are consistent with approaches to AP Physics 1.

We will discuss and model ideas for lower-level classes that will produce success there… and then can inspire those students to show up next year in your AP course.

In this summer institute, we will discuss in detail the content and structure of the AP Physics 1 exams.
More importantly, we will talk about how to teach students the physics skills that will be tested on the AP exams, and which are useful at all levels of physics.

We’ll be sharing teaching ideas within the group, especially including creative laboratory activities.

I encourage attendance from those who are focused on improving their Regents, honors, or conceptual physics courses, as well as from those who are establishing or enriching an AP Physics program.

You will get an extensive set of materials intended for each of those courses in addition to materials for AP Physics 1. The overarching goal of the week will be to communicate and share physics teaching ideas that, while focused on AP Physics 1, can be applied to any level of physics, including Regents / conceptual physics. In particular, we will discuss: ·

  • Quantitative use of demonstrations… whenever students can be asked to predict the result of a demonstration, that demonstration has served a purpose beyond simply attention-grabbing…
  • Laboratory activities… we will perform two or three of these. We will discuss how to create activities that are not only pedagogically valuable, but which also directly prepare the students for the types of exam questions they will face.

We’ll talk about specific ideas that will help get students writing, communicating, and experimenting.

Every biology teacher whether new or experienced can learn something to enrich and improve their teaching after taking this AP Summer Institute. This APSI will provide information and experiences on how to teach both the classroom and laboratory components of an AP Biology course. Activities to support an understanding of the revised structure and design of the AP Biology Framework will be a major part of this summer institute. Included, will be instruction on how to prepare an audit for any teachers new to teaching AP Biology.

Teachers will be introduced to the laboratory investigations that are in the newly revised AP Biology Student Laboratory Manual. In addition, activities to support inquiry-based instruction will be presented and shared among colleagues along with tips of how to incorporate these inquiry activities into the course.

Finally, participants will learn how to organize the course in order to have time to present the material as well as to conduct the inquiry style labs. Alternative teaching techniques such as using case-studies and the flipped classroom will be included.
The specifics of the AP Biology Exam and the importance of the grading processes will be presented. A review and discussion of the standards for the four free response questions from the 2018 and 2019 Exam will also be included. Teachers will learn methods to better prepare their students for writing the answers to the free response portion of the AP Exam.

In this workshop, participants will strengthen their understanding of the content of AP*Physics C curriculum and familiarize themselves with teaching techniques that have been designed to increase student understanding through inquiry lab practices and problem solving. The content coverage is flexible according to participant need with emphasis on topics which are more difficult to teach and more challenging for the students to learn. This will likely include in mechanics: rotation (rotational inertia, torque, angular momentum, etc.) and oscillation, and in E & M: Gauss’s Law, Ampere’s Law, Biot-Savart Law, and Induction. The consultant will share an extensive set of AP problems, quizzes, tests, labs, and other materials. Participants will learn content with an emphasis on what is difficult for students; become familiar with College Board expectations of students and teachers; author their own AP-style questions and rubrics; practice a set of guided inquiry labs (including low-tech options and labs for rotation); investigate teaching resources developed from Physics Education Research; work collaboratively to share and practice new strategies that maximize student understanding. Participants should bring: Laptop (a USB or other ), External drive may be helpful); Labs, demonstrations, or teaching tips will be shared.


  Mark Langella Mark Langella is currently an AP Chemistry instructor at Mahopac High School in New York.  He received a BA in Chemistry from Manhattan College, and a MA in Science Education from Lehman College. He is also a NYS certified chemistry and chemical technology instructor. Mark Langella has over 27 years of experience teaching AP Chemistry.