Professional Documents
Culture Documents
The AP Capstone program allows students to develop and practice reasoning processes that
help them make intentional, strategic decisions. These reasoning processes are embedded
within the following learning objectives:
• Situating – being aware of the context of one’s own as well as others’ perspectives,
realizing that individual bias can lead to unfounded assumptions
• Choosing – making intentional and purposeful choices, realizing that choices have both
intended and unintended consequences
• Defending – being able to explain and justify personal choices, logic, line of reasoning,
and conclusion
• Connecting – seeing similarities within and across disciplines, concepts, and cultures
that may at first seem disparate
Throughout the course, Students reflect on their skill development, document their
processes, and curate the artifacts of their scholarly work through a process and reflection
portfolio (PREP). The course culminates in an Academic Paper (AP) of approximately 4,000-5000
words and a Presentation with an Oral Defense (POD).
All students come to the AP Research course with varied skill sets and abilities, it is
necessary to clarify what research really entails and to build competence in dealing with
academic and college-level sources (such as peer-reviewed journal articles and research
studies; foundational, literary, and philosophical texts; personal sources such as reports,
speeches and interviews), and to include the use of artistic works and performances to gain a
rich appreciation and understanding of the issues that they will explore in the course. The use
of these resources is essential in ensuring students get at the expected rigor of the AP Capstone
program generally and the AP Research course specifically. Through scaffolded in-class activities
and regular meetings with the AP Research Teacher and consultant, students will develop
greater confidence in using these sources as the course progresses.
The AP Research course will be the primary course in which research skills are taught
and practiced. The course focuses on research methods of two or more disciplines rather than
any one specific field; students develop an understanding of the different disciplines’
paradigms, ways of knowing, and inquiry methods for the purpose of determining which
method best fits their chosen topic of inquiry/research question. Each student then uses a
selected method to complete his or her investigation.
Key Concepts
AP Research is not tied to a specific content area. Rather, it emphasizes, and strives for
competency in, core academic skills. Students gain Essential Knowledge (EK) (“What students
will know…”) and develop and apply discrete skills identified in the Learning Objectives (LO’s)
(“What students will demonstrate…”) of the Enduring Understandings (EU’s) (“What students
will remember in the long-term…”) within the following five Big Ideas, represented by the
acronym QUEST. The meaning of QUEST is outlined on succeeding pages and is associated with
the following essential questions.
1. Question and Explore (challenge and expand the boundaries of the student’s current
knowledge)
• What patterns or trends can be identified among the arguments about this issue?
• What are the implications and/or consequences of accepting or rejecting an argument?
• How can I connect the multiple arguments? What other issues, questions, or topics do
they relate to?
• How can I explain contradictions within or between arguments?
• From whose perspective is this information being presented, and how does that affect
my evaluation?
4. Synthesize Ideas (combine knowledge, ideas, and the student’s own perspective into an
argument)
• How do I connect and analyze the evidence in order to develop an argument and
support a conclusion?
• Are there other conclusions I should consider?
• How does my scholarly work emerge from my perspective, design choices, or aesthetic
rationale?
• How do I acknowledge and account for my own biases and assumptions?
• What is the most appropriate way to acknowledge and attribute the work of others that
was used to support my argument?
• How do I ensure the conclusions I present are my own?
5. Team, Transform, and Transmit (collaborate, reflect, and communicate the student’s
argument in a method suited to his/her audience)
Just as the AP Seminar course helped students move from discussing and analyzing texts
to building an argument through inquiry from sources such as those listed above, the AP
Research course continues building upon AP Seminar skills to form new understandings of a
topic selected by the student and deemed appropriate by the AP Research teacher through
approval of an Inquiry Proposal process (see below). As in the AP Seminar course, students will
present their finding sin a written work (in AP Research, the Academic Paper) and through a
Presentation and Oral Defense. Unlike AP Seminar, there is no formal group work or final
written exam for AP Research; the AP Research summative assessment is based solely on the
Academic Paper (75%) and the Presentation and Oral Defense (25%).
As indicated above, the Academic Paper is an original 4,000 to 5,000 word academic
paper that includes the following components: Introduction; Method; Process or Approach;
Results, Products, or Findings; Discussion, and Analysis, and/or Evaluation; Conclusion and
Future Directions; and Bibliography. While the AP Research teacher and a consultant will
provide guidance in the development of this paper, it is the student’s own work and clear
guidelines regarding the roles of the teacher and consultant will be shared with the student at
each step of the process. Students must understand that plagiarism will NOT be tolerated; any
sources used by the student, through direct quotations and/or paraphrasing, must be properly
cited. Failure to do so will result in a ZERO grade for that component of the course (See
“Plagiarism Policy” below).
The research process in AP Research is not simply about collecting evidence or facts and
then piecing them together. Instead, the research process is about inquiry – asking questions
and coming to solutions and conclusions through serious thinking, discussion, and reflection.
The student researcher will seek relevant information in articles, books, and other sources and
develop an informed perspective built upon, but not merely derivative of, the ideas in the
examined material. As a result, the research process is recursive meaning that students will
regularly revisit ideas, seek new information when necessary, and reconsider and refine their
research question, topic, and/or approach. While the Academic Paper and Presentation and
Oral Defense are the assessed manifestations of this process, other products, exhibits, and/or
performances may be used by students to develop their ideas further.
To keep track of this process of inquiry, students are required to keep a Process and Reflection
Portfolio (PREP) journal, a formative assessment tool which will be shared with the AP Research
teacher. This will consist of a Google Drive folder developed at the start of the academic year.
The PREP will allow students to document their experiences in the course. Students can
continually use the PREP to chart their engagement with the QUEST ideas, with special
attention paid to:
• Their choice of a research question and what prompted their interest in the topic
• Their research process, including important sources (documents, people, multimedia)
• Analysis of evidence as it becomes available
• Changes in the direction of the project and/or initial assumptions
• Ways in which the students have worked on their own or as part of a larger intellectual
community
• Challenges encountered and solutions attempted
Upon completion of the Academic Paper, students will be required to plan and deliver a
final summative assessment in the form of a Presentation of their work and an Oral Defense
(POD). The presentation is expected to use various media to support and enhance the student’s
report of key findings, description of the chosen approach and challenges arising from the
same, and a defense of the findings by answering questions posed by a panel of AP Research
“experts” comprised of the AP Research teacher and the student’s consultant(s).
Prior to engaging in their research, students will submit to the AP Research teacher an
Inquiry Proposal Form, which clearly identifies the topic of study, research question,
preliminary research, and methodological and ethical considerations. Only once approval has
been granted will the student be allowed to seek a consulting expert and begin the research
process in earnest. If the proposed inquiry requires a more extensive consideration of ethics
and potential harm (for example, involvement of human subjects), approval will not be granted
until the Proposal has also passed review by an Institutional Review Board (IRB).
3. Discussion and critical analysis are key elements of the AP Research course. The
discussion only works, though, when we are willing and able to share our beliefs and
arguments –even when they’re unpopular. So, the most important rule: respect others.
In practice, this means two things:
4. You have an obligation to learn about what counts as plagiarism and avoid it. Most
plagiarism isn’t deliberate, but the result of misunderstanding what counts as
acceptable academic practice. See the attached departmental policies.
5. Please make every effort to arrive in class on time. Please do not leave the class before
the period is over. Please wait for the class to end before you pack your bag to leave. I
will make every effort to end when the period ends. If you must arrive late or leave early
for any special circumstances, please let me know beforehand.
6. You are required to turn your cell phones and other electronic devices off during the
class period. Cell phones will not be in use unless otherwise specified by the teacher.
7. The use of a laptop in class is also discouraged, except in the case where it
accommodates a disability. If you use a laptop and you are found to be engaging in an
activity unrelated to the class, you will be asked to either hand the laptop to the
instructor for the duration of the class or you will be asked to leave the class
immediately. However, if you wish to use a laptop in class, please sit towards the front
of the class.
Plagiarism
Students who plagiarize (use another's written work and/or ideas without crediting the
source) any part of an assignment will automatically receive a "0" on that assignment and will
be referred to administration for disciplinary purposes. This is non-negotiable. Students who
plagiarize on an element of the AP Research exam itself will have their scores immediately
cancelled.
The AP Research course is designed to be reading and writing intensive. Any instances of
plagiarism discovered in student writing will result in immediate referral to the Law Magnet
administration. The Law Magnet follows a two-strike policy when it comes to plagiarism. The
first instance of plagiarism in a student’s record results in punishment assigned by a teacher;
the second will see the student expelled from the campus.
AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information
Participating teachers shall inform students of the consequences of plagiarism and
instruct students to ethically use and acknowledge the ideas and work of others throughout
their course work. The student's individual voice should be clear, and the ideas of others must
be acknowledged, attributed, and/or cited.
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 on that particular
component of the AP® Research and/or AP Research Performance Assessment Task. In AP®
Research, 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.
A student who incorporates falsified or fabricated information (e.g., evidence, data,
sources, and/or authors) will receive a score of 0 on that component of the AP Research and/or
AP Research Performance Assessment Task. In AP Research, a team of students that
incorporates falsified or fabricated information in the Written Team Report will receive a group
score of 0 for that component of the Team Project and Presentation.
Grading Policy
AP Research follows the Dallas Independent School District grading policy, although it
differs from them somewhat in including a participation/attendance grade, which contributes
to a student's overall Homework average.
Classwork/Homework/Participation: 50 percent
Tests: 20 percent
Projects/Products: 20 percent
Six-Week Exam Grades: 10 percent
Participation
Attendance will be taken at the beginning of every class and factors into a student’s
participation score. It is an expectation that students are present and ready to participate
meaningfully during every class session, at the time when the bell rings. Students are expected
to participate in class, through demonstrations of content mastery, compliance with teacher
instructions, and through class engagement. Students who engage in disruptive behavior in
class (e.g., involving cell phones or laptops, or inappropriate comments) will lose participation
points.
Policy Specifics
1. Students are considered “tardy” if they arrive to class after the bell.
2. Students are considered “absent” if they arrive to class 15 minutes after the start
of class.
3. Tardy students will automatically earn a maximum score of “70” for their daily
participation grade.
4. Absent students will automatically earn a maximum score of “50” for their daily
participation grade.
Forms of Negative Participation
The following behaviors will have an immediate negative impact on your daily
participation grade. Students will automatically earn a maximum score of “70” for their
daily participation grade if they engage in any of the following:
1. Disruptive talking
2. Not raising hands
3. Leaving the classroom without permission
4. Inefficient or unproductive classwork
5. Unsanctioned Phone, earbud, or laptop use
6. Sleeping in class
Forms of Positive Participation
The following behaviors will have an immediate positive impact on your daily
participation grade. Students will be on their way to a maximum score of “100” for their
daily participation grade if they engage in any of the following:
1. Productive classroom talking or discussion
2. Productive, focused in-class work
3. Punctuality
4. Being alert and respectful in class
Late Assignments
Assignments are expected to be completed by their designated due dates, whether they
are assigned for homework or classwork. Assignments submitted after the due date will be
accepted for a penalty. Assignments that are between 1 and 5 calendar days late will
automatically earn a maximum score of “70.” Assignments that are between 6 and 10 calendar
days late will automatically earn a maximum score of “50.” Assignments will not be accepted 10
days after they were assigned.
Extra Credit
No extra credit will be provided in this course at any point.
Required Teacher Resources
Religious Observance
Students who must miss class due to participation in an officially sanctioned, scheduled
extracurricular activity may make up class assignments, but it is the responsibility of the student
to plan with the instructor prior to any missed scheduled examination or other missed
assignment for making up the work.
Laptop Policy
Students can use laptops in class only for the purpose of taking notes. Other types of
laptop use (e.g., Facebook) can be distracting to other students in the course. If I catch you
looking at websites on your computer during class, I will deduct participation points. This is
non-negotiable.
Cell Phone Use
Cell phone use is explicitly prohibited in the classroom. You will automatically lose
participation points if you use your cell phone in class. If you use your cell phone during an
exam, I will assume that you are cheating, and your grade will suffer accordingly. This is non-
negotiable.
A Note of Cell Phones
There is a considerable body of research suggesting that the presence of one’s own
smartphone may occupy limited-capacity cognitive resources, thereby leaving fewer resources
available for other tasks and undercutting cognitive performance. Results from two
experiments conducted in 2017 at the University of Texas at Austin indicate that even when
people are successful at maintaining sustained attention—as when avoiding the temptation to
check their phones—the mere presence of these devices reduces their cognitive functioning.
Phones, in a word, make us dumber.
The full text of the study that found this can be found here. This article from the
Harvard Business Review further substantiates these findings.
It is not because I am fickle or capricious that I insist you put your phones away in my
classroom. It is because they make you less able to do the things you need to do.
Instructor Contact Information
• Ross Smeltzer
• Email: rsmeltzer@dallasisd.org
• Office hours: Tuesdays 4:30-5:00 in Room 205. Also, by appointment if necessary. I will
not permit you to be in my room at other times.
• Contact hours: You may email me between the hours of 8:00 AM and 6:00 PM. I will try
to respond to emails within 24 hours of receiving them.
Course Readings
The required text for the Judge Barefoot Sanders Law Magnet AP Research course is the
following:
1. The Craft of Research, Third Edition, by Wayne C. Booth, Gregory G. Colomb, and Joseph
M. Williams.
This text will be posted on Google Classroom, as indicated above. It can also be obtained by
following this link:
Scheduling Principles
For the purposes of this guide the following abbreviations have been used:
HW
1 8/22 – Developing CW
8/23 the RQ
Viewing and discussion of Scientific Studies:
Last Week Tonight with John Oliver (HBO)
Note: Focus on the importance of good science
and research responsibilities
Discussion of AP Research HW paper
Characteristics of a good research question
Topic to Question to Significance
FINER
Elevator speech of summer questions
Group critiques of summer questions
HW
HW
2 8/28 – Developing CW
8/29 the RQ
Hook: ADVANCED WRITING: Evaluating Sources
Vocabulary exam
Lecture: Collecting and Synthesizing Sources
How to Speed Read = “Predatory Reading”
Introduction to Annotated Bibliography
Assignment
AB Assignment
o 50 Resource List with short descriptions
o 10 Discipline-Specific Research Studies
o 10 Historical Sources for Topic
o 10 Current Arguments for/against Topic
o 10 Research Methods that could help
you answer your initial question
○ 10 OPEN Sources (Visuals, Social Media,
etc.)
50 source AB due by 9/24 and 9/25
HW
Read and summarize key ideas from Chapters 5
and 6 of CR
HW
HW
HW
4 9/10 – Student CW
9/11 Research
Hook: TED Talk - How language shapes the way
we think | Lera Boroditsky
Discuss creative research outcomes
In-class research (5 AB sources added)
20 sources submitted at start of class
HW
4 9/12 – Student CW
9/13 Research
Elevator Speech: How has your RQ evolved by
conducting research in your discipline?
In-class research (5 AB sources added)
HW
HW
Annotated Bibliography due 9/24 and 9/25
HW
HW
6 9/26 – Analysis of CW
9/27 Academic
Paper Exam = in-class analysis of student AP Research
paper
Designate hook based on sample selected
HW
HW
7 10/2 – LR Comp CW
10/3
Elevator Speech of LR
Review of Student LR
Skill development = Critiquing sources
Student individual writing
HW
HW
8 10/8 – LR Comp CW
10/9
Official Lit Review Elevator Pitch
Students independently present their key
sources as justification for their research
question. Each presentation should take no
more than one minute.
Student individual writing
HW
8 10/10 – LR Comp CW
10/11
Official Lit Review Elevator Pitch
Students independently present their key
sources as justification for their research
question. Each presentation should take no
more than one minute.
Student individual writing
HW
HW
9 10/16 – Intro to CW
10/17 Methods
Hook: 3 ways to spot a bad statistic | Mona
Chalabi
Discussion of HW reading
Advanced discussion of Qual and Quant
methods
Read Methods section of sample AP Research
academic paper
HW
10 - 11 10/18 – Ethical CW
10/22 Methods
Hook: Have students critique unethical
research methods (pharmaceutical trials in
India)
Discussion of SciShow’s Human
Experimentation: The Good, The Bad, & The
Ugly
Terms to Know:
o Ethics
o Validity
o Nonmaleficence
o Debriefing
o Dehoaxing
o Informed Consent
o IRB
Lecture Outline:
Ethics could include: Research Misconduct,
Treatment of Participants, Ethical Dilemmas,
Ethical Guidelines, Benefice and
Nonmaleficence, Fidelity and Responsibility,
Integrity, Justice, Respect for People’s Rights
and Dignity, Institutional Approval, Informed
Consent, Dispensing Informed Consent,
Deception, Debriefing, Confidentiality,
Nonhuman Research,
11 10/23 – Method CW
10/24 Element in
Academic Students learn the ins-and-outs of the Method
Paper Element
Method element in the Discipline
Individualized Method Outline
Terms to know:
o Justification
o Participants
o Subjects
o Ethical Considerations
o Instruments
o Procedure
Method design due and presented in peer
groups
HW
11 10/25 – Composition CW
10/26 of Method
Procedure Lit review due and peer grading
and Composition of rudimentary procedure
Instrument Composition and Justification of All
instruments
Method Presentation assigned for 11/14 and
11/15
Components of Methods Presentations
o Overall Research Design with
Justification (81, Leedy/Ormrod)
o Method of Research (Specific ways of
collecting data)
o Description of Participants/Subjects
o Ethical Considerations (if needed)
o Description of Instruments (Detailed)...
Validity
o Procedure (Others must be able to
reproduce the experiment) ... Step-by-
step guide
HW
12 10/29 – Research CW
10/30 Validity in
Primary and Reflection: What major concerns do you have
Secondary regarding the ethics of your research?
Research Lecture: Validity should include: Internal
Validity, External Validity, Construct Validity
Review student sample Methods section
Students finalize Methods outline
HW
12 10/31 – Analyzing an CW
11/1 AP Research
Academic Exam = In-class analysis of student AP Research
Paper paper
Finalized Lit Review due at start of class
HW
TBD
HW
HW
HW
14 11/12 – Presentation CW
11/13 and Oral
Defense Presentation and Oral Defense Rubric
Discussion
o Students will discuss the AP Research
rubric provided by College Board
o This conversation will increase their
awareness of the expectations
regarding presentation building
o Students will re-write the rubric to
meet their specific research needs
o Students will review one presentation
and will score it based on the
knowledge gained yesterday.
o Students, as groups, will defend their
decision in presentation scoring.
HW
14 11/14 – Methods CW
11/15 Presentation
Delivery Methods presentations delivered
Peer grading as they are completed
HW
Thanksgiving Break
HW
HW
HW
17 12/4 – Overview of CW
12/5 Appendices
Hook: Sleep is your superpower | Matt Walker
Appendices Documents
o Order of Documents in SAME EXACT
order as presentation in academic
paper (Alpha listing of docs).
o Clarity of Documents for audience
members
HW
HW
18 12/10 – Quantitative CW
12/11 Data
Hook: How to spot a misleading graph - Lea
Gaslowitz
Terms to Know:
o Inferential Statistics
o T-Testing
o Estimation
o Hypothesis Testing
o Sampling Distributions
o Change over Time?
HW
HW
19 12/18 – Analyzing an CW
12/19 AP Research
Academic Exam = In-class analysis of student AP Research
Paper paper
Finalized Lit Review due at start of class
HW
Winter Break
HW
HW
23 1/14 – Academic CW
1/15 Paper
Structure PREP Reflection 16 = If you had three more
months to work on this research
question/project goal, what additional research
strategies would you put into practice?
HW
23 - 24 1/18 – Findings CW
1/22 Composition
Discussion of findings outlines
TED Talk Viewing – The power of introverts |
Susan Cain
Independent Writing
HW
24 1/23 – Findings CW
1/24 Composition
Elevator speech of core research findings
Independent Writing
HW
24 - 25 1/25 – Findings CW
1/28 Composition
Elevator speech of core research findings
Independent Writing
HW
25 1/29 – Findings CW
1/30 Composition
Elevator speech of core research findings
TED Talk Discussion - What makes a good life?
Lessons from the longest study on happiness |
Robert Waldinger
Use this to assess how expert researchers
discuss their findings
Independent Writing
HW
25 1/31 – Findings CW
2/1 Presentations
Students deliver findings in 5-10 minutes
lectures
Students peer grade one another
HW
26 2/4 – Findings CW
2/5 Presentations
Students deliver findings in 5-10 minutes
lectures
Students peer grade one another
HW
26 2/6 – Finding CW
2/7 Section
Finalizing PREP Reflection 18: How might your
conclusions/findings/product relate(s) to the
current body of work in the community or
field?
Students peer review one another’s Findings
sections
Students independently edit
HW
HW
27 2/12 – Limitations CW
2/13 and
Implications PREP Reflection 19: What might be the real-
world implications or consequences (influence
on others’ behaviors, decision making
processes, or discoveries) related to your
findings?
Discussion of Limitations and Implications
Individual writing
HW
27 - 28 2/14 – Discussion CW
2/19 and Analysis
Writing In-class writing
HW
28 2/20 – Conclusions CW
2/21 and Future
Directions Lecture discussing key concepts from the
Composition Conclusion Section:
Terms to Know:
o Conclusion
o Context
o Connections
o Understanding
o Articulate
o Advantage/disadvantage
o Rationale
o Future Direction
o Implication
o Consequence
HW
Discussion and Analysis section drafted by 3/6
and 3/7
Students read and summarize chapter 16 in CR
28 - 29 2/22 – Introductions CW
2/25
Discussion of Chapter 16 in CR
Lecture on context and bridging to the research
question
Lecture discussing key concepts from a paper
introduction
HW
29 2/26 – Abstracts CW
2/27
PREP Reflection 20 = What was the
fundamental argument/idea in your research?
How does this argument/idea relate to the
primary purpose of your research?
Discussion of Abstract elements
Students outline personal abstracts
HW
29 2/28 – Individual CW
3/1 Writing
Students work individually to compose
Discussion and Analysis sections of paper
HW
30 3/4 – IMP CW
3/5 Discussion
Discussion of Presentation Rubric
Discussion of Slide Deck Composition
Focus on these concepts:
o Aesthetic Appeal
o Audience Clarity
o Engagement
o Oversimplified
Discussion of How to make stress your friend |
Kelly McGonigal
(Focus on the use of hooks and humor in the
talk, coupled with the strategy of visuals and
surprising information)
HW
30 3/6 - IMP CW
3/7 Discussion
Refresher on Introductions, Conclusions, and
Abstracts
Oral Defense Rubric Reviewed
Walk through each POD question using the ACE
answering method
o Answer
o Cite
o Explain
Key Terms:
o ACE Method
o Illogical
o Superficial
o Developed
o Justification
o Reflection
HW
HW
Spring Break
32 3/20 – Presentation CW
3/21 Design
Students design Multimedia Presentation
Students Gather PREP Responses into Oral
Defense Responses
HW
32 - 33 3/22 – Presentation CW
3/25 Design
Students design Multimedia Presentation
Students Gather PREP Responses into Oral
Defense Responses
HW
33 3/26 – Analysis of CW
3/27 Academic
Paper Exam = in-class analysis of student AP Research
paper
Designate hook based on sample selected
HW
Slide Deck due for presentations on 3/28 and
3/29
HW
HW
HW
Final Presentation delivery 4/8 – 4/10
34 - 35 4/5 – Presentation CW
4/8 Delivery
Students deliver final presentations to
committee
HW
Paper revision
35 4/9 – Presentation CW
4/10 Delivery
Students deliver final presentations to
committee
HW
Paper revision
HW
Finalize Paper
36 4/15 – Editing CW
4/16
In-class Editing
HW
Finalize Paper
HW
Finalize Paper
36 – 4/19 – Editing CW
37 4/22
In-class Editing
HW
Finalize Paper
HW
Finalize Paper
37 4/25 – Editing CW
4/26
In-class Editing
HW
Finalize Paper
38 4/29 – Paper CW
4/30 Submission
Submit paper
Breathe Sigh of Relief
Exhale
Nap
HW
N/A